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Full text of "The Instructor"

nstructor 

SEPTEMBER 1965 



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Guidance of a Huinan Soial 

The Teacher's 
Greatest Responsibility 



by President David 0. McKay 



The most important responsibility that can come 
to a man or woman, not only in the Church, but also 
in life, is the responsibility of training and teaching 
children and youth, and in that training to avoid 
leaving any impression that might misdirect or in- 
jure any one of those boys or girls. 

Standing in front of our old home in Huntsville 
are several stately poplars. One, when a sapling, had 
its bark injured. The scar remains in that stately 
old tree to this day, though over half a century has 
passed since the scar was made. Such is the effect 
of early impressions upon childhood. Of what in- 
expressible importance is the calling of a teacher 
who produces impressions which only death can 
obliterate, and mingles with the "cradle dream 
what shall be read in eternity!" 

"Train up a child in the way he should go: and 
when he is old, he will not depart from it." (Proverbs 
22:6.) 




"Train" means to form by instruction, discipline, 
drill — to establish good habits by teaching or dis- 
cipline. To initiate or instruct. Training in ways 
selected for him, in the way he should go, and habit- 
ually walk therein. 

Discipline in the Classroom 

I believe that discipline in the classroom, which 
implies self-control, and which connotes considera- 
tion for others, is the most important part of teach- 
ing. Note these two elements. 

The best lesson a child can learn is self-control, 
and to feel his relationship to others to the extent 
that he must have respect for their feelings. Self- 
denial is so important and self-control such a valu- 
able quality in human nature, that one man has 
said truly that the worst education that teaches 
self-denial is better than the best which teaches 
everything else and not that. Therefore, let us con- 
sider the importance of order and discipline in the 
classroom, with these two great elements in mind. 

Education begins with life. Before we are 
aware, the foundations of character are laid; and sub- 
sequent teaching avails but little to remove or alter 
them. Daniel Webster, who gained his education 
through the self-sacrifice of his father and mother, 
in the height of his influence in our great country, 
said: 

"Educate your children in self-control, to the 
habit of holding passion and prejudice and evil ten- 
dencies subject to an upright and reasoning will, 
and you have done much to abolish misery from 
their future lives and crimes from society. 

"Knowledge does not comprise all which is con- 
tained in the larger term of education. The feel- 
ings are to be disciplined; the passions are to be 
restrained; true and worthy motives are to be in- 
stilled; and pure morality inculcated under all 
circumstances. All this is comprised in education." 

Associated with this thought of self-mastery and 
self-control is the word self-abnegation — "a rare 
virtue," says Holmes, "that good men preach, but 
good women practice, 



» 



Photo by H. Armstrong Roberts. 



(For all Gospel teachers.) 

{Continued on following page.) 



SEPTEMBER 1965 



341 



GUIDANCE OF A HUMAN SOUL-THE TEACHER'S GREATEST RESPONSIBILITY (Continued from preceding page.) 



Three Sources of Disorder 

What are the sources of disorder in a classroom? 
Disorderly conduct should not be permitted in any 
class in the Church or in any class in public schools. 

A disorderly environment, one in which disre- 
spect is shown to the teacher and to fellow pupils, 
is one that will stifle the most important qualities 
in character. 

What are the sources of this disorder? I name 
(1) the presence of a hoodlum. What is a hoodlum? 
He is a spoiled brat. And a brat is an ill-mannered, 
annoying child. (2) Lack of interest. (3) An un- 
prepared teacher. How shall we ehminate these 
three sources of disorder? 

First, regarding the child who probably comes 
from a home that has neglected to teach him the 
importance of self-control: Parents have failed to 
impress upon him the need of consideration for 
other members of the family, the first consideration 
of parental care. There is a phrase that has just 
come into use which probably we could use, and 
that is a word they call empathy, not sympathy, 
but empathy, which means an imaginative projection 
of one's own consciousness into another being; or 
better, the ability to appreciate another person's 
feelings. 

It may be wise before condemning this disorderly 
boy — strangely enough, you very seldom have a de- 
fiant girl — to understand what his home hfe is. You 
can get acquainted with the conditions. You may 
have to appeal to the parents later. But before con- 
demning the child too much, just try to put yourself 
in his place and find out just what is motivating him. 
Perhaps he has been permitted to develop in the 
home a selfishness, a desire to be recognized in the 
home. 

I think you will find, if you go into that home, 
that his parents seek to make him the center of it 
when visitors come. He is the one who must be 
noticed, and they have developed in him a desire 
to be the center of attraction. He is the one to 
whom visitors must Hsten. In the home perhaps 
that child really has been taught not to control him- 
self, but to do everything to make himself the center 
of attraction. 

An Example To Teach the Hoodlum 

That might help you, and perhaps aid you in 
influencing him, not by force, but by giving, in a 
surprising way some morning, a lesson to show how 
he should consider others. You might change the 
lesson and give the story entirely for his benefit. 



Suppose he is building up the thought that he is 
going to do as he pleases; that he is not going to 
serve others nor have any consideration for them. 
It may be that you can approach him by telling the 
story of Sidney Carton, one of the characters in 
Charles Dickens' A Tale of Two Cities. Sidney Car- 
ton was a brilliant lawyer, but he was dissolute; he 
had little if any concern for others. He cared for 
himself alone. No, there was one for whom he 
cared, and that was a sweet woman with whom he 
had fallen in love years before. He spent his life 
indulging in his own interests, taking everything he 
could get for himself, never thinking of the welfare of 
others. Finally, when he sat in the presence of a 
78-year-old man, Sidney realized that he had wasted 
his life. He said to his old friend: "Yours is a long 
hfe to look back upon, sir." 

"Yes, I am 78 years," said the old gentleman. 

"You have been useful all your life, steadily and 
constantly occupied, trusted, respected, and looked 
up to." 

"Oh, I have been a man of business ever since 
I have been a man. Indeed, I may say that I was 
a man of business when a boy." 

Sidney said: "See what place you fill at 78. How 
many people will miss you when you leave it empty!" 

"Oh," said Mr. Lorry, "I'm only a solitary old 
bachelor. There is nobody to weep for me." 

"How can you say that? Wouldn't she weep 
for you?" — referring to the one girl Sidney had 
loved. "Wouldn't her child?" 

"Yes, yes, thank God. I didn't quite mean what 
I said." 

"Ah, it is a thing to thank God for," said Sidney. 
And then he pictured himself in these words: "If 
you could say with truth to your own solitary heart 
tonight, *I have secured to myself the love and at- 
tachment, the gratitude, or respect of no human 
creature; I have won myself a tender place in no 
regard; I have done nothing good or serviceable to 
be remembered by.' If you could say that, your 
78 years would be 78 curses, would they not?" 

"You say truly, Mr. Carton. I thiiik they would 
be." 

If you have the attention of that disturbing boy 
by that time, perhaps you could close by saying: 
When Sidney Carton offered his own life for the 
husband of the girl he loved, there was an enlighten- 
ing halo in his face, which seemed to say, as Charles 
Dickens puts it: "This is the happiest moment of 



342 



THE INSTRUCTOR 



my life. I am doing something that has made my 
life worthwhile." 

If you fail to reach him that day, you can make 
an appeal to class loyalty. "Let's make our class 
the best in the entire stake. Let's have our class the 
most quiet class in our Sunday School. Let's have 
our record the best in the stake so that I may report 
to our stake president that our class has no disturb- 
ing influence." 

I think you may be able to appeal to that spoiled 
boy. You can make him the leader, probably — a 
leader in class loyalty. If that fails, then you can 
make an appeal to the parents, and you can say: "If 
his misconduct continues, we shall have to put him 
off the roll." That is the extreme action. Any 
teacher can dismiss a boy; you should exhaust all 
your other sources before you come to that. But 
order we must have! — it is necessary for soul growth, 
and if one boy refuses, or if two boys refuse to pro- 
duce that element, then they must leave. Better one 
boy starve than an entire class be slowly poisoned. 

The Second Cause for disturbance is lack of 
interest. That can be increased probably by having 
a social. Invite them to your home. I have noticed 
through the years when I have met classes of Sun- 
day School children, how proud the children are 
to say, "This is our class — see, these two are our 
teachers." They came together; the children know 
of the interest of the teachers. You can have them 
in your home. You can gain their confidence that 
way. 

Third: We can overcome that disorder by the 
teacher's preparation. I know of nothing so im- 
portant. Once you have their confidence, then what 
you say is a guiding influence in their lives. Your 
life itself, your personal appearance, your presenta- 
tion of your lesson, emphasizing a definite truth in 
the lessons prescribed by the general board — all 
contribute to guiding their lives. I suggest that 
you make your own outline of the lessons, so that 
you will have it in mind, so you can emphasize some 
truth that will be applicable to the boys and girls 
you teach. 

True Teaching Demands Personality 

But remember in the presentation of your les- 
sons, yes, and in the preparation for presentation, 
that no matter how well prepared you may be, those 
children's interest will depend upon the personality 
which you place in that lesson. There is no teach- 



ing of morality without personality. Note the para- 
bles of Jesus. Many of them refer to plants, to the 
field and the soil, fishermen, and so on; but most 
of them will introduce personalities. The life of 
Jesus is the life of a personality. He did not write 
a line, except with his finger in the sand, and no 
one knows what He wrote; but His life, which He 
gave for our salvation, our eternal exaltation, is 
still living. It is the impressive, the inspiring ele- 
ment throughout the Gospels — His life! Introduce 
personalities. Have an illustrative story. The chil- 
dren will follow you as you give it. 

The Greater Power Which Every Teacher Needs 

With these three things in mind, I believe that 
we can eliminate from our classes the disorder that 
is causing you so much worry and concern. 

But there is one more thing most important, and 
that is that you cannot do these things of your own 
skill, of your own ability, no matter how much 
training you have had, nor how much study you put 
into your lesson. There is a greater power which 
every teacher needs, which he must have, and that 
power comes from above. I know from experience 
of the efficacy of prayer. As a child I thought I 
would have to kneel always before I could say a 
prayer, and there is virtue in kneeling. You cannot 
imagine offering a prayer if you take the position 
of a pugihst; position of the body has something 
to do with prayer. We kneel. One man said: "If 
you are going to pray, go into the room and kneel in 
the center, and just think for a minute or two of 
what God has done for you and what your needs 
are, without saying anything." I think this is a 
good idea. 

There is never a moment in life when you can- 
not pray. If you are studying as a student, you can 
offer a silent prayer, for "Prayer is the soul's sincere 
desire, uttered or unexpressed." 

Every Sunday School teacher — I think every 
teacher in the world — should offer a prayer before 
he meets his students. The teacher, sensing his 
responsibility, should realize his dependence upon 
a greater power. 

Teachers have the greatest responsibility of any- 
one in the world — the guidance of a human soul! 
As I stated in the beginning, a scar might remain 
throughout life, but so will the virtues remain 
throughout life and all eternity. 

Library File Reference : Teachers and teaching. 



SEPTEMBER 1965 



343 



ff 



YE 




KNOW 
THEM' 



by Louis G. Moench'' 



. . . Do men gather grapes of thorns, or figs of 
thistles? Even so every good tree bringeth forth 
good fruit; but a corrupt tree bringeth forth evil 
fruit. A good tree cannot bring forth evil fruit, 
neither can a corrupt tree bring forth good fruit. 
. . . Wherefore by their fruits ye shall know them. 
(Matthew 7:16-20.) 

The Lord can judge people by their hearts. We 
are limited to knowing people by their actions. Good 
intentions pave the way for good actions, but good 
intentions are not ends unto themselves. Bad in- 
tentions can be concealed or disguised only tem- 
porarily. No matter how skilful at disguise and 
subterfuge, no one can successfully hide a bad char- 
acter indefinitely; and, sooner or later, what is in a 
man's heart will spill over into his actions. He will 
be judged accordingly. We do not put a person 
into prison for thinking of robbing a bank; but if 
he thinks of it, he opens the door for action. The 
ward clerk does not issue tithing receipts for tithing 
we intend to pay, but intention is the first step. 



(For Course 13, lesson of November 21, "Responsibility"; for 
Course 15, lesson of November 14, "Righteousness, Division, Degener- 
acy"; for Course 17, lesson of October 17, "Cultivation of the Mind"; 
for Course 29, lesson of November 7, "By Their Fruits"; for the 
general support of Family Home Evening lessons, and of general 
interest. ) 

*Dr. Louis G. Moench is a psychiatrist in the Salt Lake Clinic 
and a member of the Governor's Mental Health Advisory Council. 
He is employed as chairman of the Department of Psychiatry 
at the LDS Hospital in Salt Lake City. He received his M.D. from 
the University of Chicago and at that time was awarded membership 
in Phi Beta Kappa, a national honorary fraternity. His wife is 
Maevonne Rees Moench. They have eight children. 



Integrity must be a full-time, pervasive quality, cov- 
ering the whole person, to have significant influence 
in one's life. 

A district court judge sitting on sanity hearings 
a number of years ago reminded himself and his staff 
that fulfilling the law was required of the court. But 
while fulfilling the law, it was required that they do 
what was right for the individual appearing before 
the court. Until they had done what was right, they 
could not close a case, "even," he said, in half-jesting 
seriousness, *'even if I have to find another law to 
fit the case." His good reputation spread, and the 
people of his state rewarded his integrity by elevat- 
ing him to the state Supreme Court. 

A common cry of the student now is, "Who am 
I?" The search for identity becomes as intense as 
the search for knowledge. The search for identity is 
a frantic issue because many have httle knowledge 
of self. And many have little knowledge of self be- 
cause they are not honest with others or themselves, 
seeking only the gUb answer, the slick substitute, 
the fast buck, the gimmick, the aUbi, the rationali- 
zation, the excuse, the justification. 

In the search for solutions to baffling problems, 
each problem may require a separate, major deci- 
sion. We may forget there are already trustworthy 
solutions available to everyone in the Decalog, the 
Golden Rule — the Gospel of the Saviour provides 
the blueprint, the road map. If one understands his 
position in the plan and purpose of Ufe, who he is, 
from where he came, why he is here, where he is 
going, then his decisions on individual matters be- 
come integrated into a working unity — he has in- 
tegrity. 

A man who enjoyed his wife's cooking and 
regularly told her so found himself gaining weight. 
He persuaded his wife to help him reduce but found 
he was blocking her efforts because he liked salted 
peanuts and potato chips. Giving the matter care- 
ful thought, he found that he was making 34 separate 
decisions on each bag of peanuts, over 50 separate 
decisions on each bag of potato chips. How could 
he expect to make the correct decisions on each of 
84 items? He was successful when he made only one 
decision, "NO," about the whole bag of peanuts or 
chips. The decision to do right can be a simple, 
all-inclusive, single decision. 

Orbiting the earth or seeking a star or the Sea 
of TranquiUty on the moon, a manned space vehicle 
carries devices, controls, instruments sophisticated 
beyond imagination, and is monitored and controlled 



344 



THE INSTRUCTOR 




Whether orbiting the earth or seeking a star, a manned 
space vehicle depends on the combined effort of each 
resistor, each valve, each human hand. Success or fail- 
ure is final proof of integrity — not of good intentions. 



by earth-bound equipment even more complex, 
manned by technicians, engineers, scientists with 
skills undreamed of until only a few years ago. 

What prevents disaster? How can all these 
thousands of people and mountains of "hardware" 
work in precise harmony toward triumph instead of 
disaster or utter chaos? Success depends on the 
integration of each resistor, each valve, each human 
hand, into a functioning unity, each with a single 
purpose integrated into a single, over-all purpose; and 
success or failure is the final proof of the integrity 
of each part or person, not of their intentions. 

Integration — integrity. Only when one inte- 
grates his beliefs, convictions, faith, understanding 
of the meanings and purposes of life, into his overall 
pattern of action, in order to function as a coordi- 
nated, dedicated, complex mechanism — as an inte- 
ger — can he serve the Lord successfully. Inte- 
gration of one's entire self into a properly fimction- 
ing unit is a primary requirement for mental health. 

One of my favorite individuals is a humble Phil- 
lipine convert to the Church, a man I have never 
met. He passed on to one of the General Authori- 
ties a simple but profound truism of integrity: "For 
forty years I did not know who I was nor where I 
was going. Now I know who I am and where I am 
going." 



Photo by H. Armstrong Roberts. 



Library Pile Reference: Integrity. 



INSTRUCTOR STAFF 



Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E, Folland 

Managing Editor: 
Boyd O. Hatch 

AssT. Managing Editor: 
Burl Shephard 

Manuscript Editor: 
Richard E. Scholle 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barber 

iNSTRtJCTOR Secretary: 
Mary Anne Clark 

Consultant : 
A. William Lund 



Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S, Bennion, H. Aldous Dixon, Leland H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
Nash, Alva H. Parry, Bernard S. Walker, 
Paul B. Tanner, Lewis J. Wallace, Arthur D. 
Browne, Howard S. Bennion, Herald L. Carl- 
ston, Bertrand F. Harrison, Willis S. Peterson, 
Greldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Benfley, Marshall T. Burton, 
Calvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Clarence L. Madsen. J. Elliot Cam- 
eron, Bertrand A. Childs. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928, 
Copyright 1965 by the Deseret Sunday School 
Union Board. All rights reserved. 

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Bound volumes sell for $6.75 when all maga- 
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scriber supplies his own issues, binding charge 
Is $3.75. 



SEPTEMBER 1965 



345 




Art by Travis Winn. 



Hard Work 
Makes a 

Meraorable 
Mission 

by Steven C. Wheelwright* 

Perhaps one of the hardest things for a new 
missionary to do when he arrives in the mission field 
is to adjust to missionary methods. I can remem- 
ber hstening often, as a youngster, to returned mis- 
sionaries giving their homecoming talks, in which 
they told of wonderful experiences they had had 
during their two years of service to the Lord. This 
is what I expected upon my arrival in Scotland — a 
series of wonderful experiences. But I soon learned 
that this was not to be. I would really have to work 
before the Lord would bless me with success. 

Often as we went from door to door tracting, I 
thought of some of the experiences I had heard 
others talk about and wondered if that kind of thing 



(For Course la, lesson of November 7, "We Share with Others"; 
for Course 9, lesson of October 24, "A Leader Is a Missionary"; for 
the general use of Courses 17 and 29, and of general interest.) 

* Steven C. Wheelwright recently returned from a successful tour 
of duty in the North Scottish Mission. During his last days in Scot- 
land he was an assistant to the mission president. He has completed 
2^2 years at the University of Utah. He is the son of Max and Ann 
Wheelwright. 



would ever happen to me. Then, in Kirkcaldy, on 
a typical Scottish day, cold and damp, my compan- 
ion and I were directed to the home of a Mr. 
Brunton and his wife. They were willing to listen 
to our message. 

As we talked with Mr. Brunton, we found that 
he knew a great deal about the Mormons. In fact, 
as we proceeded to teach him and his wife the dis- 
cussions, we learned that all of his aunts and uncles 
had joined the Church and gone to America several 
years previous, when he was but a lad. He said that 
the reason his mother had not joined the Church 
and emigrated to America was that she had been 
afraid to cross the ocean. As we continued to meet 
with Mr. Brunton, he explained to us his great in- 
terest in his relatives and said how appreciative he 
would be if we could put him in touch with some 
of them. 

The only information he could give us about 
his kin was a few names and the fact that he thought 
they Hved in or near Salt Lake City. I wrote to 
my father, explaining the situation, and he was able 
to contact some of Mr. Brunton's living relatives 
in the Utah capital city. This was truly a reward- 
ing experience, and it was a great boost to my testi- 
mony to see the happiness in Mr. Brunton's face as 
he told of the joy it brought him to be in touch with 
his relatives again. 

I am sure the encouragement and the testimonies 
written to him by his relatives were a great help in 
bringing him into the Church. 

Another reward. Just previous to his baptism 
we discovered to our delight that Mr. Brunton's 
grandmother, a Cunningham, was also a great-grand- 
mother to our mission president, Brother Phil D. 
Jensen. This incident showed all of us that the 
Lord does guide our efforts as we strive to fulfill 
the callings He gives us. 

When I think of the desire we should have to 
share the Gospel with others, I often recall Alma's 
desire to cry repentance to everyone. He said, "0 
that I were an angel, and could have the wish of 
mine heart, that I might go forth and speak with 
the trump of God, with a voice to shake the earth, 
and cry repentance unto every people." (Alma 29:1.) 
But Alma also went on to say that he sinned in his 
wish because he knew that he should be content 
with the things which the Lord had allotted to him. 

Is not this often the case with each of us? We 
always wish for better circumstances, rather than 
taking advantage of the ones the Lord has given us. 
We forget that we have to work first, and then the 
Lord will bless our efforts. This fact was clearly 



346 



THE INSTRUCTOR 



pointed out to me while laboring in the town of 
Arbroath. 

In that north Scottish town, my companion and 
I had the opportunity to baptize a wonderful lady, 
Sister Low. The week following her baptism, we 
began a home Sunday School; and we soon had 
two adults and five children attending. Teaching 
the children in this wee Sunday School was one of 
the highhghts of my mission. 

We met in this home Sunday School throughout 
the summer, and on two occasions we were able to 
take the children on a Sunday School picnic. At 
these outings the children set a real example for all 
of us in missionary work. They were enthusiastic 
about the picnics, and they spread this enthusiasm 



to some of their cousins and one of their uncles. We 
invited these people to go along with us, and a few 
months later I was able to see this man, a brother 
to Sister Low, and his wife and family baptized into 
the Church. I am certain that the enthusiasm of 
those wonderful children, who were regular attend- 
ers at Sunday School, was a great help in preparing 
the way for us to teach that family. 

As President J. Reuben Clark, Jr., once said, 
"It is not where we serve, but how." We all have 
opportunities to share the Saviour's teachings with 
others, whether direct or indirect, and to feel the 
joy which comes through helping others realize the 
truthfuhiess of the Gospel. 



Library File Reference: Missionaries — Mormon. 



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1960, March, page 103.) 
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Osbc — outside back cover. 
* — not available. 




SEPTEMBER 1965 



347 



TO LOVE AS JESUS LOVES 

by Elder Thomas S, Monson of the Council of the Twelve 



As Jesus, our Lord and Saviour, ministered 
among men, He was constantly beset by such groups 
as the Sadducees or the Pharisees who would direct 
leading questions to Him in an effort to confound 
Him. Of such was the inquiring lawyer who stepped 
forward and boldly asked: "Master, which is the 
great commandment in the law?" I suppose Jesus 
must have been weary by this time, having answered 
query after query, and perhaps we would be critical 
of the impetuous lawyer; yet I am grateful that this 
cardinal question was asked. 

Matthew records that Jesus said unto him: 

. . . Thou shalt love the Lord thy God with all 
thy heart, and with all thy soul, and with all thy 
mind. This is the first and great commandment. And 
the second is like unto it, Thou shalt love thy neigh- 
bour as thyself. (Matthew 22:37-39.) 

And Mark concludes the account with the Sav- 
iour's statement, "... There is none other command- 
ment greater than these." (Mark 12:31.) 

No one could find fault with the Master's 
£inswer. His very actions gave credence to His words 
of instruction. He demonstrated genuine love of 
God by Hving the perfect life; by honoring the sacred 
mission that was His. Never was He haughty. 
Never was He puffed up with pride. Never was He 
disloyal. Ever was He humble. Ever was He sin- 
cere. Ever was He true. 

Though He was led up of the spirit into the 
wilderness to be tempted by that master of deceit, 
even the devil, though He was physically weakened 
from fasting 40 days and 40 nights and was an 
hungered, yet when the evil one proffered Jesus 
the most alluring and tempting proposals, He gave 
to us a divine example of true love for God by re- 
fusing to deviate from what He knew was right. 

When faced with the agony of Gethsemane where 
He endured such pain that his sweat was, as it were, 
great drops of blood falling down to the groimd, he 
exemplified the epitome of true love, the pinnacle 
of perfection, by saying, ". . . Father, if thou be 
wiUing, remove this cup from me: nevertheless not 
my will, but thine, be done." (Luke 22:42.) 

Jesus throughout His ministry blessed the sick, 
restored sight to the blind, made the deaf to hear, 

(For Course 9, lesson of October 24, "A Leader Is a Missionary"; 
for Course 13, lessons of October 17-31, "Testimony"; for Course 29, 
lesson of November 7, "By Their Fruits"; for the general use of 
Courses 15 and 17, and for all Gospel teachers. To support Family 
Home Evening lesson 40.) 

*From the author's talk at the Sunday School session of General 
Conference, April 4, 1965. 



and the halt and maimed to walk. He taught for- 
giveness by forgiving. He taught compassion by 
being compassionate. He taught devotion by giving 
of himself. Jesus taught by example. 

As we survey the life of the Master each of us 
could echo the words: 

/ stand all amazed at the love Jesus 

offers me, 
Confused at the grace that so fully he 

proffers me; 
I tremble to know that for me he was 

crucified. 
That for me, a sinner, he suffered, he bled 

and died. 

I think of his hands pierced and bleeding 

to pay the debt! 
Such mercy, such love, and devotion can I 

forget? 
No, no, I will praise and adore at the mercy 

seat, 
Until at the glorified throne I kneel at 

his feet.^ 

iHymns — Church of Jesus Christ of Latter-day Saints, No. 80. 
ELDER MONSON 




348 



THE INSTRUCTOR 



To Peter at Galilee Jesus said, "Follow me." To 
Phillip came the same instruction, "Follow me." 
And to the publican, Levi, who was sitting at receipt 
of customs, came the beckoning call, "Follow me." 
Even to one who came running after Him, one who 
had great possessions, came the words, "Follow me." 
And to you, my brothers and sisters, and to me, 
that same voice, that same Jesus calls, "Follow me." 

How can you and I answer such a call? Is it 
required that we, too, lay down our lives as He did? 
Some have. 

Earlier this year, under assignment from the 
First Presidency, I visited the stakes and missions 
in the South Pacific. During our stay at Mel- 
bourne, Australia, President and Sister Richard S. 
Tanner took us on a visit to the great War Memo- 
rial which stands on an imposing setting in that beau- 
tiful city. In that edifice, as you walk through its 
silent corridors, there are tablets which note the 
deeds of valor and acts of courage of those who 
made the supreme sacrifice. One could almost 
hear the roar of the cannon, the sound of the cais- 
sons, the piercing scream of the rocket, the cry of 
the wounded. One could feel the exhilaration of 
victory and at the same time the despair of defeat. 
In the center of the main hall, inscribed for all to 
see, was the message of the memorial. The skylight 
overhead permitted easy reading; and once each 
year at the eleventh hour of a November day the 
sun shines directly upon that message, and it fairly 
stands up and speaks . . . "Greater love hath no man 
than this, that a man lay down his life for his 
friends." {John 15:13.) 

Our Lives Should Reflect Love of God 

The challenge of today is not necessarily that we 
should go forth upon the battlefield and lay down 
our lives, but rather that we should let our lives 
reflect our love of God and our fellowmen by the 
obedience we render his commandments and the 
service we give mankind. 

Jesus instructed us, "If ye love me, keep my 
commandments." {John 14:15.) 

He that hath my commandments, and keepeth 
them, he it is that loveth me: and he that loveth me 
shall be loved of my Father, and I will love him, and 
will manifest myself to him. {John 14:21.) 

Years ago we danced to a popular song, the 
words of which were, "It's easy to say I love you, 
it's easy to say I'll be true. Easy to say these simple 
things, but prove it by the things you do." 

Yes, the oft-repeated statement is yet ever true: 
"Actions speak louder than words." And the ac- 
tions whereby we demonstrate that we truly do love 
God and our neighbor as ourselves will rarely be 



such as to attract the gaze and admiration of the 
world. Usually our love will be shown in our day- 
by-day associations with one another. 

I think of the Seminary students at Highland 
High School who launched a program to help a 
family receive the blessings of the temple. They con- 
tributed modest amounts themselves and worked 
most diligently on various projects over a period of 
time until their goal had been accomplished. 

The proceeds were sent to the president of the 
Samoan Mission with a letter which asked only that 
the funds be used to assist a family to receive their 
temple blessings. Those students never missed the 
money they contributed. They never suffered as a 
result of the service rendered in the projects under- 
taken. Rather, they were blessed and felt privileged, 
in this small way, to show their love of their fellow- 
men. These students will, in all probability, never 
meet the Samoan family which was benefitted by 
their kindness. They wiU never hear their soft- 
spoken, but meaningful, "Thank you," nor see the 
tears of gratitude of hearts too full to speak. 

Yet I was privileged, my brothers and sisters, 
just a month ago to see this family with my own eyes 
and to hear their eloquent "Thank you" with my 
own ears and to feel their gratitude with my own 
heart. 

Oh, that these Seminary students could have seen 
and heard a teen-age young lady bear her testi- 
mony and tell how her family of ten, with the funds 
made available by this project, purchased tickets 
from Samoa to New Zealand! They sailed the broad 
expanse of the Pacific Ocean, sleeping on the open 
deck of the vessel. They were not worried about 
storms nor comforts of the body. Their thoughts 
were riveted on the blessings which awaited them in 
God's holy house. The mission was accomplished. 
Temple ordinances were performed. A small sacri- 
fice by Seminary students had resulted in eternal 
blessings for others. They loved as Jesus loves. 

love of God Means "love Thy Neighbor" 

Brigham Young counseled us to "go on until we 
are perfect; loving our neighbor more than we love 
ourselves." It is folly in the extreme for persons to 
say that they love God, when they do not love their 
brethren. And the Prophet Joseph Smith advised, 
"A man filled with the love of God is not content 
with blessing his family alone, but ranges through 
the whole world, anxious to bless the whole human 
race." 

This is the kind of love which fills the hearts 

of our twelve thousand missionaries who, in response 

to a call from God's Prophet, leave the comfort of 

their own families and homes and go into the world 

{Concluded on following page.) 



SEPTEMBER 1965 



349 



TO LOVE AS JESUS LOVES (Concluded from preceding page.) 



to share the most precious message given to man. 
Such devoted servants of the Lord will never re- 
ceive the rebuke spoken of by Moroni to those who 
walk in the smugness of their hearts: 

For behold, ye do love money, and your sub- 
stance, and your fine apparel, and the adorning of 
your churches, more than ye love the poor and the 
needy, the sick and the afflicted. 

ye pollutions, ye hypocrites, ye teachers, who 
sell yourselves for that which will canker, why have 
ye polluted the holy church of God? Why are ye 
ashamed to take upon you the name of Christ? Why 
do ye not think that greater is the value of an end- 
less happiness than that misery which never dies — 
because of the praise of the world? 

Why do ye adorn yourselves with that which 
hath no life, and yet suffer the hungry, and the 
needy, and the naked, and the sick and the afflicted 
to pass by you, and notice them not? {Mormon 8:37, 
39.) 

1 saw a typical missionary rendering faithful 
service far off in the islands of the sea. I know his 
mother and father and his family. I know that there 
is love in their home. The father is a bishop in the 
HoUaday Stake. 

He has learned how to live on coconuts, taro, 
boiled green bananas, and other items he had never 
before known. He has learned to walk miles on end 
in a downpour of torrential rain. He has learned 
to endure all kinds of deprivations. Yet, is he un- 
happy? When I asked him how he was getting 
along, he answered, "I've never worked harder, nor 
longer hours, nor under such unfavorable circum- 
stances. But I have never been happier in my 
entire life. Tell my Mom and Dad that I love them, 
I love these people, and I love my mission." He is 
loving as Jesus loves. 

We must not feel that the only way we can show 
our love for God and our fellowmen is to serve in 
faraway places with strange-sounding names. Our 
opportunities may be right in our own backyards. 

Recently I congratulated a friend of mine who, 
with his wife and family, was preparing to visit the 
Manti Temple. I asked him to recount to me the 
experience of his conversion. I believe you will find 
it of interest. 

Sharman Hummel and his wife, Anne Marie, 
lived in the eastern part of the United States and 
enjoyed a typical American family life with their 
three lovely daughters. They worked together, they 
attended their church together, and had but the 
most vague idea concerning The Church of Jesus 
Christ of Latter-day Saints. 

And then the day came for their lives to change. 
A transfer of employment came, and Mr. Hummel 
went on to the West Coast to prepare for the ar- 



rival of his family. The bus ride across the conti- 
nent was beautiful but rather insignificant until that 
bus stopped at Salt Lake City. A young lady board- 
ed the bus and sat next to Sharman Hummel. She 
was en route to Reno to visit an aunt. Knowing that 
he was in "Mormon Country," he asked the young 
lady if she were a Mormon. 

When she answered, "Yes," he then inquired, 
"What do you Mormons believe?" 

The young lady described what the Church of 
Jesus Christ meant to her. She mentioned doctrine, 
but the emphasis was upon testimony and feelings. 
She described the simplicity of the Church, its 
teachings, its chapels, its youth program. 

Said Mr. Hummel, "I don't remember everything 
she said, but I do remember the spirit in which she 
said it." 

The young lady left the bus at Reno; but all the 
way to San Francisco, Mr. Hummel could think 
of nothing other than what he had learned from 
this young lady. He immediately investigated the 
teachings of the Gospel; and through the aid of 
members and missionaries alike, he, his wife, and 
their children were converted. 

Sharman Hummel is today a seventy in the 
Melchizedek Priesthood. He has served a successful 
stake mission, and he and his family now enjoy the 
blessings of the Gospel. He has often confided to 
me that he has but one regret in his life. He never 
obtained the name of the young lady who sat next 
to him on the bus, who, in her humble way, taught 
him what she believed and the importance of ac- 
quiring a personal testimony. Though this young 
girl will perhaps never know that she helped to 
bring precious souls unto the Lord, yet she surely 
demonstrated by her actions that she loved as Jesus 
loves; for did he not also bring others to a knowledge 
of the truth? 

And what about her mother and father who 
taught her the Gospel in their home? They, too, 
loved as Jesus loves; for did he not ask that we 
teach our children to pray and to walk uprightly be- 
fore the Lord? 

And let us not forget the faithful and diligent 
Sunday School teachers who each week during all 
those formative years taught this young lady the 
teachings of the Gospel and taught so well that she 
could, as Peter admonished, "give an answer to 
every man that asketh you a reason of the hope that 
is in you. . . ." (/ Peter 3:15.) 

As we return to the activities of our lives, let us 
remember the words of President David 0. McKay, 
"True Christianity is love in action." We will then 
love as Jesus loves. 



Library File Reference: Charity. 



350 



THE INSTRUCTOR 



YES! 



NO! 



OFF TIIF RECORD [J 

ON TIIF BALL 





by Charles T. Fletcher* 

Sometime ago I interviewed a 16-year-old boy 
who had been arrested in a stolen automobile. Dur- 
ing our talk, he leaned forward in a very confiden- 
tial manner and said, "Can I talk to you, off the 
record?" He wanted to say something that would 
not go into my official FBI report, something that 
would not reach the prosecuting attorney, some- 
thing that would not be used against him. 

My answer, of course, was, "No." He had already 
been advised that anything he said to me as a special 
agent of the FBI could be used against him in a 
court of law, and that meant anything. 

Many people in everyday life are like this 16- 
year-old youth. They would Uke to have some of 
their actions declared "off the record." Whenever 
they commit a new transgression, they rationalize by 
saying, "This one won't count." Perhaps they hope 
it will not count, but hoping will not make it so. 
Nothing we do in this hfe can ever be "off the 
record." Even if a sin is not being recorded by the 
angels in heaven, it is still being deeply implanted 
down inside our physical selves — cutting a pathway 
through our nerve cells and fibers, making it easier 
to follow the wrong pathway again when the next 
temptation comes. 

During almost 25 years in law enforcement I 
have seen many young boys and girls slide down the 
trail from minor delinquency to vandahsm, petty 
theft, and progressively more serious crimes. The 
numbers of such young people are increasing each 
year. J. Edgar Hoover, Director of the FBI, re- 
cently had this to say about the crime situation in 
this country: 

"The moment has arrived when we must face 
realistically the startling fact that since 1958 crime 
in this country has increased five times faster than 
our population growth! . . . Even more ominous is 
the fact that this terrifying spiral in crime has come 

(For Course 9, lesson of December 5, "A Leader Is Righteous": 
for Course 11, general use; for Course 13, lesson of October 10, "De- 
tours"; for Course 15, lesson of November 14, "Righteousness, Divi- 
sion, Degeneracy"; for Course 17, general use; for Course 25, lessons 
of November 21 and 28, "Discipline"; to support Family Home Eve- 
nmg, and of general interest.) 

SEPTEMBER 1965 



about through a growing wave of youthful criminal- 
ity across the nation. Last year for the fifteenth 
consecutive year crimes involving our young people 
increased over the previous year. For all serious 
crimes committed in the United States in 1963, 
youthful offenders were responsible for a staggering 
72 percent of the total arrests for these crimes!"^ 

According to figures released on June 9, 1965, 
crime reports furnished by law enforcement agen- 
cies throughout the country and compiled by the 
FBI show that crime is still increasing — two per- 
cent during the first quarter in 1965 as compared to 
the same period in 1964^and this increase con- 
tinues to involve more youths than adults. Each 
year these offenses committed by our young people 
become more vicious and violent. 

An example of this shocking criminality recently 
occurred in an eastern city. A young foreign stu- 
dent was mailing a letter near the campus of his 
university when he was accosted by an 11 -member 
juvenile gang. Two youths shackled the student's 
arms, others knocked off his glasses and began beat- 
ing him, A blackjack, lead pipe, and hard- toed shoes 
were used. The young man's face was chopped to 
unrecognizable pulp, and his clothing was searched 
for money he did not have. Within minutes after 
police arrived on the scene, the victim of this brutal 
attack was dead. And what had his 11 attackers — 
aU teen-agers — been seeking? The admission price of 
35 cents to attend a neighborhood dance. 

There are hundreds more such examples where 
this one came from — from police reports, newspaper 
libraries, and FBI files. 

No community is entirely free from juvenile 
crime, and it can happen right in our own neighbor- 
(Contirtued on following page.) 

^Remarks of J. Edgar Hoover, "Sword of Loyola" Award Dinner, 
Chicago, Illinois, November 24, 1964. 

* Charles T. Fletcher has had nearly 25 years of service with the 
Federal Bureau of Investigation. He is employed as a special agent 
and has had assignments in nine cities throughout the nation. He 
recognizes and responds to his Church responsibilities, having served 
as Sunday School teacher. Explorer adviser, and in other ward and 
stake assignments. He has also officiated on three Boy Scout coun- 
cils. Before moving to Salt Lake City, where he now resides, he was 
a bishop's counselor in the Menlo Park Ward, Palo Alto (California) 
stake. He and his wife, Donna Smuin, are parents of one daughter. 



351 



OFF THE RECORD— NO! ON THE BALL— YES! (Continued from preceding page.) 



hood. In one of the places where my family and I 
recently resided, a teen-age boy living next door was 
sent to a state correction school as an incorrigible 
delinquent. It can happen to our own children or 
at least to those close to us. Sad was the day when 
a young lad who had been a member of a Sunday 
School class I taught was placed under arrest for 
car theft. This was one time I really felt like a 
failure, at least as a Sunday School teacher. No 
child, regardless of race, religion, social position, 
financial status, or place of residence is immune 
to error. 

One of the most frightening aspects of it all is 
that many times the most vicious and senseless 
crimes are committed by youths who not too long 
before were just "playing hooky" from school, or 
"snitching" a few pieces of candy from the comer 
grocery store, or "joy riding" in a car which they 
had "borrowed." 

In the example cited above, those boys had just 
wanted "35 cents to attend a neighborhood dance." 
They started out with the little things, and the 
temptation grew. All too often little things are just 
steppingstones to something really vicious. This is 
further evidence that we can do nothing in this 
life which is "off the record." Every wrong act counts 
against us, even if it does so only by making future 
wrongful acts easier to commit. 

Now, if you are a 17- or 18-year-old, you may 
be saying to yourself as you read this, "I've gotten 
away with a few things" or "I'll bet I could do 
some of those little things without drifting into a life 
of crime." Perhaps so, but is it worth taking the 
chance? In my 25 years of experience in law en- 
forcement, I have never been told by any youthful 
or even any adult criminal that he or she had any 
idea, when committing that first petty offense, that 
this was the start of a life of crime; and I have 
asked nearly all with whom I have had contact. 

Jim Roe^ certainly thought that he could do the 
little things without them becoming steppingstones 
to something really vicious; but one thing led to an- 
other, which is often what happens in the making 
of a criminal. Jim was just 15 when he and another 
boy, 17, were on trial for murder in a west coast 
city. They were surprised by a merchant as they 
burglarized his store. They did not intend to com- 
mit murder, just burglary, but Jim fired a 22-caliber 
pistol at the businessman and killed him instantly. 
Jim happened to have the gun because he and his 
17-year-old companion had obtained it in another 
burglary just a week prior. They had broken into 
a grocery store to obtain money and just happened 



^This is an actual person, but a fictitious name is used. 



to discover a pistol in a drawer near the cash reg- 
ister. It just happened to be loaded. They had not 
intended to steal a gun, just money; but there it was, 
so Jim took it. It became a murder weapon. Jim 
had had only two prior scrapes with the law — once 
for tripping an alarm box and once for stealing a 
quantity of keys from a public school. No one could 
have convinced Jim that he was on the road to be- 
coming a murderer when he first tripped that alarm 
box, but one thing led to another. Nothing we ever 
do, no matter how insignificant, is ever "off the 
record." 

Drifting into a life of crime follows a similar pat- 
tern to that of forming a bad habit. We do some- 
thing once, and it becomes easier to do the second 
time. The third time it is easier still, and so on. 
Knowing then, that what we do once can possibly 
become a way of life, how important it is when we 
are young to avoid that first misdeed, to resist that 
first temptation to stray, to shy away from that 
first petty offense! 

How can we, as individuals, do this? How can we 
help solve this problem rather than become a part 
of it? 

Again calling on Mr. Hoover to give us the bene- 
fit of his vast experience in law enforcement, we find 
that among other suggestions, he had the following 
to make to parents in a recent article entitled: "You 
Must Help Your Youngsters in the War Against 
Criminality."' 

"Maintain a strong family relationship, with 
proper respect for parental authority a requirement 
of your children. 

"Provide your children with responsibilities by 
giving them specific tasks to perform. Encourage 
them to take on outside activities to earn money 
or perform voluntary services. 

"Keep your children busy with wholesome ac- 
tivities and control the type of television programs 
and movies they see. 

"Keep informed on the whereabouts and activ- 
ities of your children. Know their associates and 
insure that social functions they attend are properly 
chaperoned. 

"Support worthy youth groups and encourage 
your children to participate in their activities. 

"Take an active part in the affairs of your church 
and insure that your children receive religious train- 
ing. 

"Be a law-abiding citizen yourself and insist on 
the just enforcement of all laws." 

Lest the impression be gained that all our young 
people are bad, here is the brief story of Bill Doe.* 

^Parents Magazine, July, 1963 

*This is an actual person, but a fictitious name is used. 



352 



THE INSTRUCTOR 



Most young people we can be proud of, the ones 
previously mentioned being definitely in the min- 
ority but still sufficient to pose a real problem. 

One of the first memories I have of Bill was the 
night in sacrament meeting when he graduated from 
Primary into MIA. His proud parents were there, 
as they were most of the time; and Bill was be- 
decked with bandlo and badges showing all the 
various activities in which he had excelled while in 
Primary. His busy life continued on into the Aaronic 
priesthood, where he started earning his individual 
awards and where he held many positions of leader- 
ship. Sunday School and Seminary also came in 
for their share of his attention. I knew a little more 
about his Scouting activities because later I becanie 
his Explorer advisor and was almost as proud as his 
parents when Bill was awarded the coveted Eagle 
Scout Badge and later the Duty to God Award. 

It was not all Church with Bill, either, because 
he was active and popular at school. He was not 
the top student scholastically, but was up near 
there; and at one time he served as studentbody 
president. This latter was quite an achievement in 
a community which was not predominantly LDS. 
His parents were of moderate means so Bill had a 
part-time job in a grocery store after school and on 
Saturdays. This part-time work interfered a little 
with Bill's participation in school athletics, and he 
did not try out for any school teams. But he did 
participate in intramural athletics, and he played 
on his ward athletic teams. 

With all this activity. Bill did not neglect his 
family nor his parents. He respected and honored 
them through his own actions. He was the oldest 
child, and his brother and sisters idolized their 
"big brother." He never betrayed their trust. There 
were strong family ties which bound them together, 
and I know they held regular family prayers. 

On one occasion I called upon Bill for assistance 
in an investigation I was conducting. A box car on 
an interstate train had been broken into and several 
cases of liquor stolen. Shortly after this incident, 
some of the local high school students were having 
some wild "drinking parties" at various points in the 
outskirts of town. Since it should have been diffi- 
cult for juveniles to purchase liquor in this town, it 
was theorized that possibly among them would be 
found those responsible for burglarizing that box car. 
Bill responded with some good suggestions and some 
names. After making some inquiries on his own, he 
was able to provide me with enough data to bring 
about a complete solution of the case. Sure enough, 
the culprits were among those students who had 
been partying. 

One sad note. One of the culprits was a star 
basketball player for the local high school. He and 



two others were just trying to get some liquor for a 
party. Being too young to buy it, they just hap- 
pened to hear some older men talking about the 
carload of liquor which was in the railroad yard 
awaiting unloading. So they conspired with one of 
these older men to break into the box car. They 
did not really intend to steal when they first started 
out to get the liquor. They did not realize that 
breaking into a box car of this type was a federal 
felony; and then, of course, they did not intend to 
get caught. The judge was kind to the juveniles and 
gave them probationary sentences. But the impor- 
tant point is this: they now have criminal records, 
and the basketball player's career ended abruptly. 

Back to Bill. He had a keen sense of right and 
wrong, of duty, of loyalty, and of fair play. He knew 
he was not a "stool pigeon" any more than I was 
for investigating the case. He saw his duty and 
did it. Those who committed the offense sacrificed 
any claim they might have had on Bill's friendship 
and loyalty as soon as they broke that seal on the 
box car. 

Later, in a discussion with Bill, he said in all 
humility, "I really feel sorry for those fellows. They 
just didn't have the same chance to avoid some- 
thing like this that I had. I guess if I hadn't been 
kept so busy by my parents, and by you (his Ex- 
plorer adviser) , by my Sunday School teachers, and 
by others who had my interests at heart, I might 
have done something like that, too. But most of all, 
I'm grateful to my Father in heaven for the strength 
to resist temptation. That is one of the things I 
pray for almost nightly." 

There is a golf story that I have told for so many 
years I cannot recall where it originated. A golfer 
hooked his drive into a sand trap and did not notice 
that the ball had settled in a large ant bed. After 
blasting away at the ball three times with his wedge, 
the golfer had not budged the ball, but he had killed 
about 900 ants. Other ants were lying around bleed- 
ing and dying. Finally two of the ant leaders got 
together and one said to the other, "You know, our 
situation is getting desperate. If we are going to 
survive, we had better get on the ball." 

Maybe we can learn another lesson besides in- 
dustry from the ant: not only to get on the ball, but 
to stay on it at all times. There could be no one 
who was more on the ball than Bill Doe, and he 
certainly did not ever have to lean forward con- 
fidentially and ask, "Can this be off the record?" 

Would it help if we used these two sayings as 
guide posts to keep us on the right track and not 
let us become a part of the crime problem? "Off 
the record—No!" "On the ball— Yes!" 

Library File Reference : Youth. 



SEPTEMBER 1965 



353 



OUR FAMILY PAYS 

TITHING 




by the David D, Lingard Family 
as told to Marie F. Felt 

We are the luckiest family in the world, and we 
have the greatest father and mother ever. Our fa- 
ther's name is David Lingard, and our mother's name 
is Martha Luton. Just so you will know the rest 
of us, here we are: Craig, 15; Robert, 13; Paul, 12; 
John, 11; Rachael, 10; Marianne, 8; Carlos, 6; Eric, 
4; and Reina, 2. 

The reason we feel so lucky is that we have par- 
ents who really care about us. They give us love, 
food, clothing, shelter, and a good education. They 
teach us the eternal laws of God so that we can 
understand them and will want to obey them. They 
take time to explain what difficult words and expres- 
sions mean, such as "covenant," "administration," 
"priesthood," "gravest," "bankruptcy," "drought," 
and "widow." They take time to answer our ques- 
tions, and they do it with simple words and in such 
a way that we understand. They help us to find 
answers to our questions in the scriptures, too; and 
that surely helps. 

Just last Sunday, for example, right after dinner, 
our family got together to discuss tithing. Every- 
one in the family was there, even Reina, the baby. 
Each of us who is old enough to read had been given 
an assignment previously; and, as the lesson was 



(For Course 7, lesson of November 7, "Lorenzo Snow, the Fifth 
President"; for Course 13, lesson of November 28, "Paying the Bills"; 
for Course 25, lesson of October 3, "Tithing"; for Course 29, lesson 
of October 31, "Law of Tithing"; to support Family Home Evening 
lessons 41 and 45; and of general interest.) 

*Among other Church activities, Brother David Dunford Lin- 
gard is first counselor in Granger North (Salt Lake County) Stake 
presidency and has been a high councilman and a bishop's counselor. 
In addition to Church activities he is active in civic affairs. He has 
served on a towrn council, part of the time as its chairman, and on 
an area zoning commission. He is presently chairman of a traffic 
committee in a Salt Lake suburb. He and his wife, Martha Luton, 
are parents of nine children. 



Art by Dale Kilbourn. 



presented by our father, we each took part. Let us 
tell you about it. 

After the opening song by Eric, Marianne offered 
prayer. 

Then it was Father's turn. He began our lesson 
by saying how fortunate we are to be living today 
when God has restored His Church to this earth. 
We should be thankful for our living prophet, Presi- 
dent David 0. McKay, who guides us and tells us 
what is right for us to do. A prophet is a man who 
receives revelations from the Lord. Then Father 
told us that the great and important principle we 
were going to consider was tithing. 

He began with an interesting story about Lorenzo 
Snow, when he was President of the Church. At 
that time President Snow was 85 years old, twenty 
years older than the age when some people retire. 
He was concerned about being President for two 
reasons. One was because of his age and the other 
was because of the financial position of the Church. 
At that time the Church was almost bankrupt, and 
unless money could be found to pay the debts of the 
Church, all Church property would have to be sold. 
How to raise such a large amount of money he did 
not know. He was worried and very much con- 
cerned. This was a critical time in the history of 
the Church. 

As we discussed the problem, we concluded that 
President Snow fasted and prayed for guidance from 
the Lord. Father told us, however, that the Lord 
does not come down and solve our problems for us. 
First, He expects us to do all we can on our own. 
He will inspire us and guide us; but He expects us 
first to put forth thought, effort, sacrifice, and hard 
work. 



354 



THE INSTRUCTOR 



As President Snow awakened one morning, he 
told his family that the Lord wanted him to go to 
St. George, Utah; and he wanted them to go with 
him. He told his secretary to get in touch with all 
the General Authorities and make arrangements for 
them to go with him also. He did not really know 
why he was going. AU he knew was that the Lord 
had told him to go. 

It was a long, hard journey. They went as far 
as they could by train, and then by horse and buggy. 
The trip took several days. 

When they reached St. George, President Snow 
went to his room at once. He was still concerned. 
And as he paced the floor he kept saying, "Why, oh 
why, have I come to St. George? Why does the 
Lord want me to be here? Why have I brought all 
the Church Authorities with me when they are need- 
ed so much back in Salt Lake City to take care of 
the affairs of the Church?" 

The next morning he was still worried; but he 
went to stake conference with the assurance that 
God wanted him there and that surely, at the right 
time, he would learn why. 

As the conference proceeded, President Snow 
arose to talk. He was old and tired and worried. 
He had come there with a special message, but what 
was it? Midway through his remarks he paused. 
He looked upward and his face seemed to light up 
with understanding. At that moment God revealed 
to him why he had been sent to St. George. He was 
to preach once again, and with renewed vigor, the 
Law of Tithing. Tithing payments were the answer 
to the Church's financial problem. This was God's 
way, but the people had become negligent in their 
payments. Times were hard, and they had used 
their money for other purposes. President Snow 
told them that if they obeyed the Law of Tithing 
they would be blessed, and blessed so abundantly 
that they would scarcely be able to believe it. 

Now at this particular time, in the St. George 
area there was a great drought. There had been no 
rain for a long time. The crops were not growing. 
President Snow told those people that if they paid 
their tithing, not only would the Church prosper, 
but that the people personally would also. He prom- 
ised them, in the name of the Lord, that if they paid 
their tithing honestly and faithfully, the drought 
would end. They should plant their crops, and they 
would be able to reap a bounteous harvest. 

Well, the people took President Snow at his word 
and pledged to do exactly as he said. After all, he 
was God's Prophet; and God's Prophet does not lie. 

On his way home, President Snow and his party 
stopped in sixteen places and gave 26 talks. All were 
on tithing, which is God's financial law. They urged 
the people to keep it as God wanted them to do. 



The people rallied to the support of their Proph- 
et. Money, through the payment of tithes, began 
to come in and continued to do so. Within a short 
period of time Church debts were paid, and the peo- 
ple themselves prospered as God had promised. 

Then our father asked if this was the first time 
tithing had ever been paid by people living on this 
earth. Of course, it wasn't. We knew that. Craig 
then found passages in the Old Testament which say, 

Will a man rob God? Yet ye have robbed me. But 
ye say, Wherein have we robbed thee? In tithes and 
offerings. 

Ye are cursed with a curse: for ye have robbed 
me, even this whole nation. 

Bring ye all the tithes into the storehouse, that 
there may be meat in mine house, and prove me now 
herewith, saith the Lord of hosts, if I will not open 
you the windows of heaven, and pour you out a 
blessing, that there shall not be room enough to 
receive it. (Malachi 3:8-10.) 

Then our family discussed ways we could rob 
God. As we reread the verses from Malachi, we dis- 
covered that if we failed to give one-tenth of all we 
received to the Lord, we would be robbing Him. 

It was Robert's turn next. He turned to the 
Doctrine and Covenants and read section 119. 

Then we talked of Abraham, who had paid tithes 
to Melchizedek, the high priest. 

To be sure that all of us really understood what 
a tithe is and what is meant by tithing, our mother 
was asked to explain how she taught it to younger 
children. She said that she put ten marks on the 
chalkboard. We talked about how much of the ten 
would belong to the Lord. Then, if we erased the 
first one which belonged to the Lord and left nine 
for ourselves, that seemed pretty good. It was easy 
to give the first one away if we had nine left for our- 
selves. Then she did it differently. She erased the 
nine parts that belonged to us and the one that was 
left was the Lord's. We all decided that it was much 
harder to give the last one to the Lord after we had 
spent our nine. It was easier, better, and aU were 
more sure of doing right by the Lord if we paid the 
tenth first, because if we spent the Lord's share, we 
were robbing Him. 

John then wanted to know if children had to 
pay tithing on money their father might give them 
in payment for some special work he had them do. 
Father had already paid tithing on this money. 
Would the children also have to pay on what they 
received? Our father pointed out that the Lord says 
that we pay one-tenth of all we earn, regardless of 
whether someone else has paid tithing on it before 
or not. 

Our father then asked us if we are forced to pay 
tithing. The answer was "No!" We decide whether 
(Concluded on following page.) 



SEPTEMBER 1965 



355 



OUR FAMILY PAYS TITHING (Concluded from preceding page.) 



we want to obey God and receive His blessings, or 
whether we prefer to rob Him, 

John then pointed out that tithing is a law. If 
we violate the law, we will be punished by not re- 
ceiving the blessings. 

Our next discussion was on the Church's use of 
tithing money. We learned that it is used for the 
building of meetinghouses, temples, for administra- 
tion of the Church, such as paying the expenses of 
the various missions, the making of films, the trans- 
portation of those who go on assignments to various 
stakes and missions, and for the salaries of people 
employed by the Church. 

Several of us had found interesting stories about 
faithful people who kept this law. John told us 
about Widow Smith who, with her children, planted, 
weeded, watered, and harvested potatoes. Then, 
with her children, she drove to the tithing office. 
They brought their best potatoes with which to pay 
their tithing. When Sister Smith was asked by the 
clerk why they paid tithing when they were in such 
need, she repHed that they wanted to obey the 
Lord. Also, they wanted the blessings that payment 
of tithing would bring. No one could influence her 
otherwise. 

Paul told of a Maori woman who would not shake 
hands with Elder Matthew Cowley until she had 
placed in his hands a jar of money that she had 
saved for the purpose of paying her tithing. After 
she had given it, she would shake hands because 
then she felt worthy to do so. 

Rachael told of a pearl diver who placed his pearls 
in two piles. The larger pile was his to sell, but 
the smaller one contained the very best gems. This 
pile belonged to the Lord. It had one-tenth of all 
the sea treasure he had found. When a trader came 
along, he asked why the two piles, so the diver told 
him. Then the trader asked if he might buy the larger 
pile. The diver said that he could buy them at the 
contract price. Then the trader wanted to know if 
the pile of pearls that belonged to the Lord could 
be bought. ''Yes," the diver said. "But you cannot 
buy them at the contract price. These are the Lord's 
pearls. If you want them you will have to pay a 
higher price," The trader did just that. 

After this long discussion, we talked of the ex- 
periences that our family had had as a result of pay- 
ing tithing. Mother was first, and she told us of a 
time when she and our father had Craig, Robert, 
and Paul as very young children. Father was going 
to school and doing extra part-time jobs to earn 
enough money to support his family. That meant 
that they did not have much mony to live on. There 
were many things they needed, but they always paid 
their tithing first. With the remaining money they 



bought what they could. If they could not buy every- 
thing that they needed, they went without. 

One day as our father was working on a house, 
the people who lived there asked him if he would 
like a box of children's clothing that they did not 
need any more. When he got home with the box, he 
found undershirts and more undershirts, just what 
they needed for their three little boys. My, but 
they were glad! 

Craig, who has a paper route, then said that 
there had been times when he had fallen behind in 
paying his tithing. How hard it was to catch up! 
He said that when he did pay on time and in full, 
he seemed to have few problems. 

Our father told us that he and Mother had 
found this to be very true, that if they paid their 
tithing on time, our family was healthier and hap- 
pier. 

Now, all of us children, except the two young- 
est, earn money. Craig has a paper route, and Paul 
helps him. Robert, John, and Rachael are very much 
in demand as baby sitters. Marianne takes care of 
children, too, but only in the daytime when, perhaps, 
mothers want to go to the store or on some other 
errand. Even Carlos earns money. His special proj- 
ect is gathering up pop bottles and taking them to 
the store to get the refund. Sometimes he gets as 
high as fifty cents for bottles. When he does, he 
always puts away five cents for the bishop. 




Family Home Evening is a planned and successful project 
in home of David and Martha Lingard of Granger Tenth 
Ward, Granger North (Utah) Stake. "We have the greatest 
parents ever!" is the unanimous vote of nine children. 

As we closed our meeting, Craig put his chart 
before us. On it were the words of Malachi that he 
had read to us previously. This we all read together 
as a family, and in our hearts we knew that we would 
pay a full and honest tithing. 

Library File Reference: Tithinsr- 



356 



THE INSTRUCTOR 



Our Propliet, 
David O. McKay 



by Willis S. Peterson 



As we approach September 8, the birthday of 
President David O. McKay, the officers and teachers 
of the Sunday School throughout the world extend 
heartfelt admiration and appreciation for this great 
life and leader. On his 92nd birthday we express our 
wishes for his continued good health. 

The following tribute is but an example of the love 
and admiration felt for this latter-day prophet by one 
member. These are universal sentiments. 



Thousands were thrilled that President David O. 
McKay could be present and preside over the dedi- 
cation of the Oakland Temple. His presence con- 
tributed a spiritual tone and a heavenly atmosphere 
that otherwise would have been missing. He spoke 
in all of the six dedicatorial sessions and was on his 
feet at least twenty minutes in each session. He 
spoke for an hour at two different intervals. Many 
said, "We didn't expect him to be at the dedication 
— let alone speak at the sessions . . . the Lord's will 
be done." It was, and the Prophet presided. 

Today President McKay's life attests the validity 
and truthfulness of the principles taught by the 
Saviour. He is, to the millions who know him, A 
LIVING TESTIMONY OF GOD AND HIS SON 
JESUS CHRIST AND HIS TEACHINGS. 

He was nurtured and reared in an earthly home 
that helped prepare him for his great mission. 
Through example and precept, his father, David 
McKay, and his mother, Jennette Evelyn Evans, 
taught him great truths to live by. An undaunted 
faith in the living God was kindled early in his life. 
This faith and understanding has grown to full ma- 
turity in his life. 

President McKay's brother, Thomas E., said of 
him, "Whatever 'David 0.' (used affectionately) 
worked at, or studied, or whatever activity he em- 
braced, he did it with all he had. There was never a 
half-hearted attempt on his part." In this zeal, "with 
all his heart, might, mind, and soul," he has sought 
the Kingdom through living the teachings of Jesus 
Christ. Those who know him best and who have 
worked with him longest say President McKay 
seems to follow Jesus in every thought and act. 

From the Gospel as taught by the Lamb of God, 
one might choose any principle and see it exempUfied 




(For Course 7, lesson of December 12, "David Q. McKay, the 
Ninth President"; for Course 9, lesson of November 21, "A Leader 
Learns about Christ's Teachings"; and of general interest.) 



in the life of President David 0. McKay. The con- 
clusion is always the same, namely: The principles 
taught by Jesus can be applied and lived. The 
promised blessing of the principle becomes the 
"doer's" possession. 

The Principle of FAITH. President McKay's 
life demonstrates courage, positive attitude, fear- 
lessness, and strength in his everyday conduct. 
Result: His blessing is an undaunted, vibrant, life- 
giving faith in God. This is noticeably a source of 
great strength and joy to him, and he radiates it. 

The Principles of LOVE, PATIENCE, KIND- 
NESS, and CONSIDERATION. So completely 
are these virtues practiced by him that those who 
work close to him, and visiting strangers alike, de- 
clare: "He radiates a spirituaHty that feels to be 
heavenly and divine." His appearance, words, ges- 
tures, and thoughts all radiate Godlike attributes 
possessed only by one in whose life God is made 
manifest. Result: His blessing is the possession of 
peace, goodwill toward men, and joy. 

The Principle, THE GLORY OF GOD IS IN- 
TELLIGENCE. President McKay's Hfe demon- 
strates industry as a student. He developed keen- 
ness of mind, alertness to truth. He knows, under- 
stands, and lives the Holy Scriptures — quotes and 
interprets the writings of the "greats" in both prose 
and poetry ("truth is truth wherever found"). Re- 
sult: His blessing is knowledge of God. 

In His Sermon on the Mount, Jesus warned 
against false prophets. He instructed His listeners: 
"Wherefore by their fruits ye shall know them." 
(Matthew 7:20.) 

In our beloved prophet David O. McKay, we 
have the embodiment of the fruits of the Gospel. 



Library File Reference: McKay, I)avid Oman. 



SEPTEMBER 1965 



357 




HOW MANY 
IS ONE? 



by Reed H. Bradford 

SIXTH IN A SERIES TO SUPPORT THE 
FAMILY HOME EVENING PROGRAM 

Each one of us bom into this world is a separate 
and distinct individual. Each of us has some char- 
acteristics which make us different from any other 
person. Obviously, too, we also have some character- 
istics which we share with all other human beings. 
But because each of us is one individual whose total 
attributes are not shared by anyone else, we often 
do not understand that in certain ways we are not 
one individual, but many. Let us observe three 
ways in which this is so. 

Recently a woman of 75 years came to a teacher 
in one of the Church organizations to tell him a story. 
"I have come," she said, "to tell you something of 
the history of my life in the hope that it might be 
of some value to your students. If it is, it may 
ease some of the sorrow which I now feel, 

"When I was a young girl of marriageable age, 
I had several opportunities to marry. For one rea- 
son or another, however, I turned all of them down 
until I reached the age of 22. During that year a 
talented man moved to our town. He was occu- 
pationally successful; he had poise, was hand- 
some, and he was well accepted in the community. 
He was not, however, a member of the Church; in 
fact, he was not a member of any church. 

"To make a long story short, may I simply say 
that he asked me to go out with him, and we dated 

(For the general use of Courses 13, 15, 17, 25, and 29; to support 
Family Home Evening lessons Nos. 34, 44; and of general interest.) 

*The author is indebted to Daniel H. Ludlow for the title of this 
article. Brother Ludlow informed him that he heard it from Elder 
A. Theodore Tuttle of the First Council of Seventy. 



for several months. One night he told me that he 
loved me and wanted to marry me. 

"I had always been taught by my parents that 
I should marry a member of the Church, and I knew 
how much such a marriage meant to them. But 
I had strong feelings for this man. I felt I loved 
him in many ways. I also cherished the hope that 
I might be able to bring him into the Church. 

"That night I went home and told my parents 
of his offer to marry me. I remember my father 
sitting silent for a long time. At last he spoke. 
'My dear,' he said, 'I know you realize that your 
mother and I have always hoped and prayed you 
would one day marry a man who holds the priest- 
hood, so that you and your children might partici- 
pate in the blessings and joys which that priesthood 
makes possible. But we realize also that you have 
the sacred right to make your own decision in this 
matter. We would hope that you would think long 
and seriously about it, but whatever you decide to 
do, please know that we love you and will support 
you in any way we can.' My mother reaffirmed 
my father's position. 

"I did think a long time about what I should 
do, and finally I went back to him and told him what 
my parents had said. 'You needn't worry about the 
religious question,' he replied. 'If you'll marry me, 
I promise you that you may have absolute freedom 
to teach any children we may have the principles of 
your Church, I will not interfere in any way,' 

"I married him. In many ways we achieved a 
wonderful life together. And he did keep his prom- 
ise, but he never did join the Church. I did the 
best I could to teach our children the principles of 
the Gospel, and each was baptized at 8 years of age. 
But there were two things I did not realize when I 
decided to marry him. In the first place, I was un- 
aware of the fact that a person influences a child by 
his total behavior, not just by his words. My hus- 
band is a powerful personality, and some of my chil- 
dren were especially influenced by his values and 
his ways of doing things. I can make the point clear 
by indicating that we had a total of five children. 
All of them are now married and have children of 
their own, but only two of them are active in the 
Church. The other three are inactive and hold to the 
same general position concerning religion as held 
by my husband. These three children have given 
us ten grandchildren, but none of them — although 
all are over eight years of age — has been baptized. 

"I think you can now understand my sorrow, 
I now realize that I have become the mother of per- 
haps generations of individuals, many of whom will 
not be members of the Church, in this life, at least 
Had I married a member of the Church, I feel sure 



358 



THE INSTRUCTOR 



many more of them would be, for the simple reason 
that behavior patterns of parents in sensitive areas 
such as religion are reflected in the lives of their 
children, and through them, in the children's chil- 
dren." 

As parents, let us remember that we are teach- 
ing and affecting not only our children, but genera- 
tions yet unborn. 

In a second way each of us is more than one 
individual. Harrison R. Merrill expressed it well 
when he said: 

Tonight, not one alone am I, but three — 
The Lad I was, the Man I am, and he 
Who looks adown the coming future years 
And wonders at my sloth. His hopes 

and fears 
Should goad me to the manly game 
Of adding to the honor of my name. 
I'm Fate to him — that chap thafs I, 

grown old. 
No matter how much stocks and land and 

gold 
I save for him, he can't buy back a 

single day 
On which I built a pattern for his way. 
I, in turn, am product of that Boy 
Who rarely thought of After Selves. His joy 
Was in the present. He might have saved 

me woe 
Had he but thought. The ways that I 

must go 
Are his. He marked them all for me 
And I must follow — and so must he — 
My Future Self — Unless I save him!"^ 

Children must remember that the habits they now 
establish for themselves — whether it is learning to 
understand the principles of the Gospel and apply 
them, to study effectively, to make good decisions, 
to accept responsibility and discharge it wisely — all 
these things will have a powerful effect in determin- 
ing what kind of man or woman they become. "The 
child is father of the man." 

Similarly, their attitudes about the present and 
the future are equally important as vital factors in 
determining what they will be. Repentance is one 
of the key principles of the Gospel because it involves 
their constantly searching for more mature ways of 
acting — ways that will bring them lasting joy, sal- 
vation, and exaltation in the celestial kingdom of 
their Heavenly Father. Brother Merrill indicates 
the effect such repentance may have: 

Save?^Somehow that word. 
Deep down, a precious thought has stirred. 
Saviour? — Yes, I'm saviour to that "Me." 
That thoughtful After Person whom 

I see! — 
The thought is staggering! I sit and gaze 



^''Christmas Eve on the Desert," by Harrison R, Merrill; Dusk on 
the Desert, Utah Academy of Sciences, Arts and Letters, Prove, Utah, 
1938; page 6. 



At my two Other Selves, joint keepers 
of my days! 

Master of Christmas, You dared to bleed 

and die 
That others might find life. How much 

more I 
Should willingly give up my present days 
To lofty deeds; seek out the ways 
To build a splendid life. I should not fail 
To set my feet upon the star-bound trail 
For him — that After Self. ... 

Tonight, not one alone am I, but three — 
The Lad I was, the Man I am, and he 
Who is my Future Self — nay, more: 
I am His saviour — that thought makes 
me four! 

Master of Christmas, that Star of Thine 

shines clear — 
Bless Thou the four of me — out here! 

Finally, there is another way in which "one" is 
"many," or may be. The Saviour said, "... I am 
the true light that lighteth every man that cometh 
into the world." (Doctrine and Covenants, 93:2.) 
We should so live that the Saviour's influence can 
be manifest to the maximum degree. If we live 
His teachings, the Saviour will find ways to bless us. 

/ will not leave you comfortless: I will come 
to you. (John 14:18.) 

Similarly, if we have been properly baptized 
into the Church and earnestly and properly strive 
to live the principles of the Gospel, we may have the 
influence of the Holy Ghost in our lives. 

Therefore, as I said unto mine apostles I say 
unto you again, that every soul who believeth on 
your words, and is baptized by water for the re- 
mission of sins, shall receive the Holy Ghost. (Doc- 
trine and Covenants 84:64.) 

The Holy Ghost will teach us . . . "the peace- 
able things of the kingdom" (Doctrine and Cove- 
nants 39:6), will testify of the divinity of the 
Saviour, and will be a source of comfort and reas- 
surance. Any person who has experienced this kind 
of influence will understand the words of Alma: 

Yea, and now behold, O my son, the Lord doth 
give me exceeding great joy in the fruit of my labors; 

For because of the word which he has imparted 
unto me, behold, many have been born of God, and 
have tasted as I have tasted, and have seen eye to 
eye as I have seen; therefore they do know of these 
things of which I have spoken, as I do know; and 
the knowledge which I have is of God. 

And I have been supported under trials and 
troubles of every kind, yea, and in all manner of 
afflictions; . . and I do put my trusi^ in him, and 
he will still deliver me. (Alma 36:25-27.) 

How many is one? One is many! 

Library File Reference: Attitudes. 



SEPTEMBER 1965 



359 



COMPARATIVE 
ATTENDANCE AT 
SUNDAY SCHOOL 

by Herald L. Carlston 

This comparative attendance chart shows an 
amazing consistency as far as Sunday School attend- 
ance is concerned. Fluctuations are slight with a nor- 
mal dip during June, July, and August. 

Just what could be done to increase appreciably 



our level of attendance? The answer lies with the 
adults of the Church. If they were to attend Sun- 
day School to the same extent as do the youth of 
the Church, the percentage of attendance at Sunday 
School would advance to the sixty to seventy per- 
cent range. 

How can we get more adults to come to Sunday 
School? If priesthood quorum leaders were to urge 
all their members to attend Sunday School, a great 
change would be made. Attendance would increase 
if Home Teachers were regularly to invite the non- 
attenders to come to Sunday School. Also, with in- 
creasing interest in religious instruction in Sunday 
School, Family Home Evening programs would be 
greatly enriched. 



Percentage Attendance at Sunday School 



90 
BO 
70 

60- 
SO 
40 
30 
20 
10- 



1962 




\± 



To] 142.8 I 1 40. 8 I |37'4| bs' 8 1 |39.7| 



42.3 



37.2 



40.0 



go- 
so 

7 0' 
60- 
50- 
40 
30- 
20- 
0- 



/o 



1963 




m H [^ m [7] E [^ H E 



40.8 



41.2 



39.9 



4 1. 4 I |4 l.6| |38. I I [37 . l| |39.2| |39 . 3 



90- 
80- 

70- 
6 0- 
50 
40- 
30- 
20- 
10- 



1964 




|42.0 ' 



42.1 



35.9 



39,2 



39.3 



|4 l.6| |40.a| |37. 6| |37. 2| [39 .6 I |40.0 



Percentage Attendance at Prayer Meeting 



90- 

80- 

70- 

60- 

50 

40 

30 

20- 

10- 
°/ 



962 






55 -al |53, 7 1 |5I.6| [4970] |54.4| [S3.6| 



90- 
80- 
70- 
60 

50- 

40 

30- 

20- 

10- 
% 



1963 






56.3 



52.6 



52.0 



54.8 



1 56 .21 |54.6| [51.7[ |5I.6| |53.9| |52 ■ 6 



90- 

80- 

70 

60- 

50- 

40 

30 

20- 

10- 
o/ 



964 



g_^3 0E0mmHS[o]EE 



^h^ 



55.6 



ME 



50.8 



[1^3 



[543 



|56.a| |54.6| [50.6 1 |50.4| [53. 6| |52.6| 



(Figures below charts indicate months of the year and percentages of monthly attendance.) 



360 



THE INSTRUCTOR 




OT133 



Daniel in the Lion's Den 



THE STORY 

Daniel, along with other Jewish youths, some of the royal family, and other 
nobility were captured by King Nebuchadnezzar and brought to live in Babylon. 

Because of his wisdom in interpreting the king's dreams, and because of his 
righteous living and his reliance on his Heavenly Father, Daniel and his capable 
friends were given posts of authority and honor. 

Daniel not only interpreted the dreams of King Nebuchadnezzar, but in later 
years those of King Belshazzar, Nebuchadnezzar's son. Belshazzar honored Daniel 
by putting the royal robes of purple on him, a chain of gold on his neck, and pro- 
claiming him third ruler in the kingdom. The very night that Daniel was so honored 
by the King, the Medes and Persians came into the city, and killed Belshazzar. 

The new ruler. King Darius, chose one hundred and twenty princes to help 
him govern the people, and over these princes were three presidents of whom 
Daniel was the one to which the others were to be held accountable. He became 
distinguished above all the other presidents and satraps (princes), because an ex- 
cellent spirit was in him; and the king planned to set him over the whole kingdom. 

This made the princes and the other two presidents jealous. They disliked 
Daniel because he was so honored by the king. They watched him carefully. 

Then the presidents and princes sought to find occasion against Daniel con- 
cerning the kingdom; hut they coidd find none occasion nor fault; forasmuch as he 
was faithful, neither was there any error or fault found in him. 

Then said these men, We shall not find any occasion against this Daniel, except 
we find it against hivn concerning the law of his God. (Daniel 6:4, 5.) 

The men had watched Daniel closely and noticed that he was a very religious 
man. They knew that he got down on his knees before his open window often and 
prayed to God. A cruel idea came into their minds. 

The men told the king that the princes of the kingdom, the counselors, gover' 
nors, and presidents had agreed that he, the king, should establish an ordinance or 
law ". . . that whosoever shall ask a petition of any God or man for thirty days, save 
of thee, O king, he shall be cast into the den of lions. Now, O king, establish the 
decree, and sign the writing, that it be not changed, according to the law of the 
Medes and Persians, which altereth not." (Daniel 6:7, 8.) 

All the presidents had not helped to plan the law because Daniel, one of them, 
did not know about it. This of course King Darius did not realize. Because he was 
a heathen king, he felt happy and flattered to hear the law. He consented to sign 
the document. 

Daniel eventually learned about the law but continued to worship God: 

Now when Daniel knew that the writing was signed, he went into his house; 
and his windows being open in his chamber toward Jerusalem, he kneeled upon his 
knees three times a day, and prayed, and gave thanks before his God, as he did 
aforetime. (Daniel 6:10.) 

Then the evil men reported it to the king. 

When the king heard this he was most unhappy. He knew now that the law 
had been made not to honor him but to rid the men of Daniel, whom they 
hated so much. He tried all that day to think of some way in which he might 
deliver Daniel from the dreadful punishment. 

Then the men came again saying that the new law must be obeyed, so King 
Darius had Daniel cast into the den of lions, and he said to him, "... Thy God 
whom thou servest continually, he will deliver thee." (Daniel 6:16.) 

And a stone was placed at the mouth of the den, making Daniel a prisoner. 
The stone was sealed with the king's own seal so that no one could remove it. 



Reference: 

Elsie E. Egermeier, Egermeier's Bible Story Book; Warner Press, Anderson, Indiana. 



(Concluded on opposite back of picture.) 



JJ 












DANIEL 
IN THE 
LION'S 
DEN 






F.om n painting by 
J. J. Tissot 

CC'L'iieiy, The. 

Ji^wibf"! Museum, N.Y.C 



Daniel in the Lion's Den 

THE STORY (Concluded} 

Then King Darius went to his place and spent the night fasting. He could not 
sleep and was so troubled he did not choose to have any kind of entertainment. 
All he could think about was Daniel's plight. 

He could not wait until the dawn to make his way hurriedly to the den of 
lions where Daniel was. "And when he came to the den, he cried with a lament- 
able voice unto Daniel: and the king spake and said to Daniel, O Daniel, servant 
of the living God, is thy God, whom thou servest continually, able to deliver thee 
from the lions?" (Daniel 6:20.) 

The king listened, and he heard a voice within the lion's den say, "My God 
hath sent his angel, and hath shut the lions' mouths, that they have not hurt me: 
forasmuch as before him innocency was found in me; and also before thee, O king, 
have I done no hurt." (Daniel 6:22.) 

How glad King Darius was! He had Daniel taken out of the den by his servants. 
To the king's surprise, he found that Daniel was not hurt at all because he had 
trusted in his God. 



ABOUT THE ARTIST AND HIS PAINTINGS 

James Jacques Joseph Tissot was a French painter and engraver. He was bom 
Oct. 15, 1836, in Nantes, France. A student of Ingres, Flandrin, and Lamothe, 
his early years were spent in Paris painting and etching the contemporary and 
domestic scenes around him. He did many paintings of Parisian women called 
"La Femme a Paris," in which he struck out in a satirical way at the follies 
of modem Parisian life. 

In the middle of a successful career, something happened which changed the 
whole course of his life and painting. One source stated that "some sudden shock 
or bereavement turned his thoughts from ideals of the cafe and boulevard into 
more serious channels."^ Another source said that while Tissot was painting one 
picture entitled "La Femme Qui Chante dans L'eglise," one of the series of water- 
colors in "La Femme a Paris," he needed to go to the church repeatedly to get ideas 
for the picture. While at the church he received the inspiration for the picture, 
"Christ Appears to Console Two Unfortunates in a Ruin." With this last work a 
new epoch began in the life of the painter; and in the course of time, the figure of 
Christ had so attracted him that he was never able to put it out of his mind.^ 

After a stay of some ten years in England, Tissot went to Paris and from there 
to Palestine, where he spent ten years illustrating the life of Christ. It is for his 
paintings of the New and Old Testament that Tissot is so well known. A series of 
350 drawings of the life of Christ, along with the oil painting, the "Inward Voices," 
were exhibited in 1895 in Paris. 

He completed 372 water colors illustrating the Old Testament before he died 

Aug. 8, 1902. 

As to the authenticity of the scene and costume, Three Lions Inc., publishers, 

says, "We would like to emphasize that to our knowledge, these Tissot paintings are 

the only 'authentic' paintings pertaining to the Old and New Testament which have 

been made. Their 'authenticity' is based on the ten years of solid study in the Holy 

Land by Tissot and his thorough knowledge of the Bible. Neither before Tissot, nor 

after him, have there been such realistic paintings of people, customs, dresses, and 

other details produced, which makes us feel that these pictures are of great value." 



1 The Encyclopedia Britannica, Cambridge, England; at the University Press, 35 West 32nd St., New York, 1911; 
Vol. 26, pages 1015-1016. 

2 Catholic Encyclopedia; Gilmary Society, New York, 1912; Vol. 14, page 741. 

(For Course 5, lesson of October 31, "Courage of Daniel and His Friends"; to support Family Home Evening 
lesson 36; and of general interest.) 

Library File Reference: Daniel. 




l><$iiSi^7?WamMef 



». 




Jonali 
Learns To 
"^ Obey God* 




A Flannelboard Story by Marie F. Felt 

Long, long ago, before anyone lived upon this 
earth, in fact even before this earth was formed, we 
all lived in heaven with God, our Heavenly Father, 
and His Son, Jesus Christ. We were happy there, 
but God knew that we could be even happier and 
know greater joy if we were to come to this earth 
to live. Here we would receive bodies such as we 
now have and would be given a chance to obey God's 
commandments and choose for ourselves what we 
wanted to do. And God said, ". . . We will prove 
them herewith, to see if they will do all things what- 
soever the Lord their God shall command them." 
(Abraham 3:25.) 

At one time there lived on this earth a man 
named Jonah, One day the Lord gave this man a 
chance to prove himself. He tested Jonah to see if 
he would be willing to do all things whatsoever the 
Lord God would command him. The Lord did it 
in this way. 

In the city of Nineveh lived many, many people. 
They were doing things that were wrong, and the 
Lord called them a wicked people. "Now the word 
of the Lord came unto Jonah . . . saying, Arise, go 
to Nineveh, that great city. . . ." (Jonah 1:1-2.) 
There he was to tell the people that the Lord was not 
pleased with them because of their wickedness; that 
unless they changed and did good things, the Lord 
would destroy that great city and all who lived in it. 
[End of Scene L] 

Instead of obeying the Lord, however, and doing 
what he had been commanded, Jonah tried to run 
away. He did not want to give these people God's 
message and warning. The Bible tells us that he 
". . . went down to Joppa; and he found a ship going 
to Tarshish: so he paid the fare thereof (the money 
required for passage), and went down into it. . . ." 
(Jonah 1:3.) [End of Scene //.] 

But Jonah could not run away from the Lord. 
The Lord knew where Jonah was and what he was 
trying to do. He knew, too, that Jonah must be 
taught a lesson. He therefore ". . . sent out a great 



{For Course 5, lesson of November 7, "Jonah"; and of general 
interest. ) 

*Froin Sacred Stories for Children by Marie F. Felt. Copyrighted. 
Used by permission. 



wind into the sea, and there was a mighty tempest 
[storm] in the sea. ..." It was such a fierce storm 
that "the ship was like to be broken." Even the 
sailors were afraid; and every man on board cried 
out, asking his God to save them. In addition to this, 
they ". . . cast forth the wares [merchandise or 
goods] that were in the ship into the sea, to lighten 
it. . . ." Everybody but Jonah worked hard. He 
had gone ". . . down into the sides of the ship; and 
he lay, and was fast asleep." (See Jonah 1:4, 5.) 
[End of Scene ///.] 

When the shipmaster found Jonah asleep, he 
awakened Jonah and asked what he meant by sleep- 
ing and not helping. They wanted him also to pray 
to his God to bless and protect them during this 
terrible storm. After a short time they discovered 
that it was Jonah who had brought this terrible 
trouble upon them, and they asked him what he had 
done that would make the Lord so angry. They asked 
him also what country he had come from and to 
which people he belonged. 

"And he said unto them, I am an Hebrew; and 
I fear the Lord, the God of heaven, which hath 
made the sea and the dry land." (Jonah 1:9.) 

Then the men were afraid. They asked him what 
they should do so that the sea would be calm. 

"And he said unto them, Take me up, and cast 
me forth into the sea; so that the sea be calm unto 
you: for I know that for my sake this great tempest 
[storm] is upon you." (Jonah 1:12.) 

But the men did not like to throw Jonah over- 
board, so they "rowed hard to bring it to the land; 
but they could not." The storm was too great, and 
the sea too rough. They now felt sure that the storm 
would not lessen until Jonah was no longer with 
them. After praying earnestly to the Lord, "... 
They took up Jonah, and cast [threw] him forth 
into the sea: and the sea ceased from her raging 
[violent moving]." After doing this, the men were 
very much afraid so they ". . . offered a sacrifice 
[offering] unto the Lord, and made vows [prom- 
ises]." (Jonah 1:13-16.) [End of Scene IV.'] 

Now the Lord was watching over Jonah so that 
no harm would come to him. Already ". . . the Lord 
had prepared a great fish to swallow up Jonah. And 
Jonah was in the belly [stomach] of the fish three 
days and three nights." (Jonah 1:17.) 

During the time that he was there, Jonah had 
much time to think. He knew how wrong he had 
been not to obey the Lord. "Then Jonah prayed 
unto the Lord his God out of the fish's belly." He 
thanked Him for all the many blessings he had re- 
ceived and promised that he would "sacrifice unto 
thee with the voice of thanksgiving." He also prom- 
ised to obey God and do as he had been told to do. 

(Concluded on following page.) 



SEPTEMBER 1965 



361 



JONAH LEARNS TO OBEY GOD (Concluded from preceding page.) 

And the Lord spake unto the fish, and it vomited 
out Jonah upon the dry land. (Jonah 2:10.) 

And the word of the Lord came unto Jonah the 
second time, saying, 

Arise, go unto Nineveh, that great city, and 
preach unto it the preaching that I bid thee. [End 
of Scene V.] 



So Jonah arose, and went unto Nineveh, ac- 
cording to the word of the Lord. . . . (Jonah 3:1-3.) 

Upon arrival there he told the people that God 
had sent them word that after forty days their great 
city would be destroyed. Instead of harming Jonah 
or making fun of him, ". . . the people of Nineveh 
believed God, and proclaimed a fast, and put on 
sackcloth [coarse cloth used for making sacks] , from 
the greatest of them even to the least of them." 
Even the ''king of Nineveh . . . arose from his throne, 
and he laid his robe from him, and covered him 
with sackcloth, and sat in ashes." (Jonah 3:5, 6.) 
This is what the people at that time did to show 
God that they were truly sorry for their doings. It 
was their way, too, of telling Him they would try 
to do better. 

In addition to dressing in sackcloth and sitting 
in ashes, the king of Nineveh also sent a message 
throughout the city requesting that everyone fast. 
He said, ". . . Let neither man nor beast, herd nor 
flock, taste any thing: let them not feed, nor drink 
water." (Jonah 3:7.) He asked all of them to pray 
"mightily" [to a great extent or degree] unto God; 
also to change from doing evil or wrong things, and 
do good instead. If all of them would do this, he 
said, perhaps God would change his mind and not 
destroy them. 

"And God saw their works, that they turned 
from their evil way, . . ." and He was glad. Because 
of this, God changed His mind and* decided not to 
destroy the great city of Nineveh as He had seiid 
that He would. ". . . And he did it not." (Jonah 
3:10.) [End of Scene VL] 



Library File Reference: Jonah. 

How To Present the Flannelboard Story: 

characters and Props Needed for This Presentation Are: 

Ship during storm. (OT130.) 

Jonah in sitting position. (OT131.) 

Jonah in standing position. (OT132.) 

Jonah in resting position. (OT133.) 

Captain of the ship. (OT134.) 

A fish large enough for Jonah to be inside. (OT135.) 

(Teachers may draw a larger fish after this order.) 

King of Nineveh in kingly robes. (OT136.) 

King of Nineveh in sackcloth. (OT137.) 

Order of Episodes: 

Scene I: 

Scenery: Outdoors. Jonah is seated under a tree. 
Action: As Jonah is seated, (OT131) the voice of the 
Lord is heard. It tells Jonah to go to Nineveh to 



warn the people. Jonah does not want to go. He 
decides to run away. 
Scene II: 

Scenery: At the seashore. Blue sky. Darker blue to 
represent the ocean. Tan-gray colored flannel to 
represent land. A ship is seen near the shore. 

Action: Ship's captain (OT134) is on land near the ship. 
Jonah (OT132) approaches him and pays his fare 
so that he can sail. 
Scene III: 

Scenery: Blue sky. Darker blue for ocean. Ship is large 
enough so that captain and sailors can be seen on 
it. The sea is rough and the ship is tossed by waves. 

Action: Sailors are throwing things overboard. (OT 130.) 
Scene IV: 

Scenery: As above. 

Action: Jonah (OT133) is asleep. Captain finds and 
awakens him. Jonah admits to being the cause of 
all the trouble. Asks to be thrown overboard. Jonah 
is swallowed up by a large fish. (OT135.) 
Scene V: 

Scenery: Sky and ocean. In the ocean is a large fish. 

Action: As the fish (OT135) is seen, Jonah is heard 
praying to God, promising to obey God and go to 
Nineveh. Jonah is next seen on dry land. (OT132.) 
The fish has released him as commanded by 
God. The voice of the Lord is heard now, again 
commanding Jonah to go to Nineveh. 
Scene VI: 

Scenery: Buildings and blue sky are in background. In 
foreground is tan-gray flannel, representing earth. 

Action: Jonah (OT132) is preaching to the people. The 
king {OT136) changes his kingly robes to sack- 
cloth. (OT137.) The people do likewise. They 
pray for forgiveness. The Lord grants this. 

Order of Flannelboard Scenes 

Scene I Scene IV 








Scene II 






Scene V 


^/^~ J 


M 


«y — 




■ — -^ 


^ h 


. 




f\ 




i 




1~^ 


— ^^ 



Scene III 



Scene VI 




362 



THE INSTRUCTOR 



AN INDIAN 




by George Washington Hill 



IN a fonner article I gave an account of my first 
day's work in baptizing the Indians on Bear Riv- 
er, after they had applied to me so many times to do 
so. I then promised to give the readers of The In- 
structor something more on the Indian question, and 
I shall now tell the reason those Lamanites were 
impelled to ask for baptism. 

Four years ago last summer some of those In- 
dians were encamped west of Skull Valley, when one 
day three strange men came into the lodge of the 
chief, whose name was Ech-up-wy. After seating 
themselves they commenced talking to him on re- 
ligious matters. This seemed so strange to him 
that he turned and scrutinized them closely. The 
visitors were evidently Indians, as they had the In- 
dian complexion. One of them was a large, broad- 
shouldered man, quite good looking; the other two 
were rather smaller than medium size. 

The large one was spokesman. They told the 
chief that the "Mormon" God was the true God, 
and that He and the Indian's Father were one; that 
he must go to the Mormons, and they would tell 
him what to do, and that he must do it; that he 
must be baptized, with all his Indians; that the time 
was at hand for the Indians to gather, to stop their 
Indian life and learn to cultivate the earth, and to 
build houses and live in them. 

They then said to him, "Look!" 

He turned his head, and although he was sitting 
in his lodge, he saw all this northern country about 
Bear River and Malad. He saw small farms all over 
it with grain growing and small houses dotting the 
land. He saw also that these were Indian houses, 
and that there were a great many Indians at work, 
apparently feeling first rate. He noticed also a few 
white men showing the Indians how to work, one of 
whom he recognized as myself. What seemed more 
strange than anything else was that he could see 



(For the general use of Courses 7, 11, and 15; to support Family 
Home Evening lessons 37 and 38; and of general interest.) 

♦Reprinted from The Juvenile Instructor, Vol. XII, Jan. 1, 1877. 
page 11. Author is the grandfather of General Superintendent George 
R. Hill. 



" " Art by Dale Kilbourn. 



down the canyons on both sides of the mountains, 
as he might do if he occupied a position in the air 
above them. After viewing this scene for some time, 
he turned his eyes in another direction; but not be- 
ing satisfied, he looked around to see more of it, 
when, to his surprise there was nothing visible be- 
fore him but the bare side of the lodge. The visitors 
then told him that when he got his house built and 
was living in it, they would come again to see him. 
They also said something he did not understand, 
but when he turned to ask them an explanation, lo! 
they were gone. His buffalo robes were lying just 
as they had been, but no visitors were there. 

The Indians immediately broke camp and came 
after me, and wanted me to baptize them, saying 
that their women and children wanted to be bap- 
tized as well as the men, and that it was not good 
for them to come to Ogden to have the ordinance 
attended to. They kept importuning for baptism, 
coming after me as often as once every week or fort- 
night until the following spring, when I went and 
did my first day's work in baptizing them. 

Ech-up-wy did not tell me at the first about 
this vision, nor, in fact, did he tell anyone else. He 
could not be made to believe that the place where 
they are now located was the proper place for them 
to make farms — although President Brigham Young 
directed that they should locate there — until, when 
work on the irrigating canal was commenced, he 
viewed from an eminence the very scene that was 
shown him in his vision. After that he was satisfied 
that he was at work in the right place and told me 
of his vision and his reason for demanding baptism. 

As to whom the men were who visited Ech-up-wy, 
readers can form their own conjecture; but one thing 
I can say, that chief has tried as hard to carry out 
the instructions given to him as any man I have 
ever seen. He has now built his house, as have quite 
a number of others; and they feel like getting up 
out of the dirt. 



Library File Reference: Indians (American). 



SEPTEMBER 1965 



363 



<< 



Realizing Sunday School 

Objectives on 
Special Program" Sundays 




Superintendents 



The prime purpose of Sunday School is to teach 
the Gospel of Jesus Christ to the membership of the 
Church. To accomplish this objective, the Sunday 
School has been given the most desirable period in 
the entire week. It is our aim to utiUze every min- 
ute of those ninety minutes allotted to the Sunday 
School to this specific end. 

The Sunday School program is divided into two 
parts — the worship service and the class period of 
Gospel study. Each has an equally great role to 
play in giving members a knowledge and testimony 
of the Gospel and a determination to live by its 
standards. 

On three Sundays each year, in commemoration 
of Mother's Day, Easter, and Christmas, it is our 
practice to have special programs. 

On these days there are added incentives to 
direct attention to motherhood, to the actuality and 
significance of the resurrection, and to the birth of 
our beloved Saviour, Jesus Christ. Suggested pro- 
grams are published in The Instructor for each of 
these special Sundays. These agenda are worked 
out by especially appointed committees of the Gen- 
eral Board with particular objectives in mind. A 
study of these programs will reveal how excellently 
the objectives have been kept in mind.^ 

Local superintendencies should feel perfectly 
free to adapt suggested programs to their own use, 
or to use other programs of their own choosing, pro- 
vided such programs can be made to meet the above- 
mentioned objectives. Special care should be taken 
to keep order, reverence, and spirituality as high 

iFor information relative to "Special Sunday School Programs," 
see the 1964 Sunday School Handbook, page 73. 



as they are in the regular worship service. 

The following letter to the General Superintend- 
ent from a worried mother in one of the mission 
branch Sunday Schools shows how an otherwise ex- 
cellent and entertaining program for the cultural 
hall failed to reach the Sunday School objectives 
because of its inappropriateness as a special Christ- 
mas program for Sunday: 

Dear Brother Hill: 

I am writing you in regards to our recently held 
Christmas Sunday morning program. A sacred pag- 
eant was given. It was not a pageant written by a 
member of our Church; it was different in some 
respects, to something one of our members would 
have written. But I saw nothing wrong in that. 

We had our regular opening exercises and sacra- 
ment, then the pageant. It was all in costume, and 
of course a lot of work was involved. Naturally with 
such a performance there would be some confusion. 
Quite a few of the participants were in the basement 
in costume and were unable to partake of the sacra- 
ment. 

I enjoy pageants, and seeing children take part, 
but it did not seem right for Sunday morning where 
the sacrament was being administered; and when 
my little 8-year-old son with some others came in 
beating a drum, cymbals, and other noisy gadgets, 
as the heralds, it just did not seem proper. 

After reading President David 0. McKay's talk 
in the January, 1951, number of The Instructor on 
reverence, I felt perhaps I was not wrong in my 
thinking. I know you are very busy, but if you have 
any information regarding the above matter, I would 
certainly welcome it. 

— General Superintendent George R. Hill. 



Library File Reference: Sunday Schools — Mormon — Local leadership. 



The Deseret Sunday School Union 



George R. Hill, General Superintendent 

David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent 

Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 

MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD 



George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Lorna C. Alder 
A. Parley Bates 



WiUiam P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 



Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith Nash 
Minnie E. Anderson 
Alva H. Parry 
Harold A. Dent 
Bernard S. Walker 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, Jr. 
Lorin F. Wheelwright 
Fred W. Schwendiman 



Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
Arthur D. Browne 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 



G. Robert RufE 
Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 



Richard L. Evans. Howard W. Hunizs, Advisers to the General Board 



364 



THE INSTRUCTOR 



Answers to Your Questions- 



These questions were answered 
at the Semi-annual Superinten- 
dent's Sunday School Conference 
in April of this year. 

Four P's of Reverence 

Q. Someone said there are four 
P's of reverence. What are they? 

A. Prayer, preparation, prompt- 
ness, and personality. 

When Do Greetings Cease? 

Q. When should the superin- 
tendency stop greeting the arrivals 
to Sunday School and be on the 
stand? 

A. Before the one who is con- 
ducting gives the signal for the 
devotional prelude to begin. Usual- 
ly friendly, gracious, courteous, 
and reverential greeters should 
give a genuine and cheerful, but 
quiet greeting to all persons upon 
their arrival. 

Setting an Example 

Q. When does the superinten- 
dency and the bishopric set the 



example for Sunday School rever- 
ence? 

A. Always. They are a constant 
example to all members of the 
Sunday School. By application of 
the four P's of reverence, particu- 
larly with respect to the worship 
service, they may influence the 
entire membership of the Sunday 
School. 

Three Assistants 

Q. May a superintendent have 
three assistants? 

A. Three are not recommended. 
The only possible exception would 
involve a Sunday School with dou- 
ble sessions. The superintendency 
in such a case may need an addi- 
tional assistant. 

Women in the Superintendency 

Q. When may a woman be in 
the Sunday School superinten- 
dency? 

A. When a holder of the priest- 
hood is not available. 

— General Superintendency. 



THE RISING. SETTING SUN 

(Our Cover) 

When shadows lengthen 
And the sun sinks low, 
And the harvest of death calls 
a friend. 

Don't feel you're forsaken. 
All alone in this world. 
Or that a soul has now met 
its end. 

For what to some is a setting 

sun 
To others is a rising star. 

— Richard E. Scholle. 



(For Course 3, lesson of November 14, 
"We Are Grateful for Life"; for Course 
25, lesson of October 24, "Recreation"; 
and of general interest.) 
Library File Reference: Beauty. 



Memorized Recitations 

For Nov. 7, 1965 

During September and October 
these scriptures should be memo- 
rized by students in Courses 9 and 
15, respectively. They should then 
be recited in unison during the 
Sunday School worship service of 
Nov. 7, 1965. 

Course 9: 

(These verses are one of the 
four Gospel records of the baptism 
of Jesus.) 

"Then cometh Jesus from Gali- 
lee to Jordan unto John, to be 
baptized of him. But John forbad 
him, saying, I have need to be 



baptized of thee, and comest thou 
to me? And Jesus answering said 
unto him, Suffer it to be so now: 
for thus it becometh us to fulfil 
all righteousness. Then he suffered 
him. 

—Matthew 3:13-15. 

Course 15: 

(Paul understood and taught 
precepts relating to the restoration 
of all things in the last days.) 

"That in the dispensation of the 
fulness of times he might gather 
together in one all things in Christ, 
both which are in heaven, and 
which are on earth; even in him:" 
— Ephesians 1:10. 



COMING EVENTS 

Sept. 19, 1965 
Budget Fund Sunday 



Sept. 26, 1965 

Begin 

Teacher-training Class 

• • • 

Oct. 1-3, 1965 

Semi-annual 

General Conference 

• • • 

Oct. 3, 1965 

Semi-annual 

Sunday School Conference 



SEPTEMBER 1965 



365 




FAMILY TOGETHERNESS IS THE 



KEY TO A 
BETTER WORLD 

by Addie L. Swapp 



Art by Dale Kilbourn, 



All parents have hopes and dreams for their 
children. Parents hope that their children will have 
good friends, pleasant homes, and interesting work. 
But dreams do not always come true, and it is diffi- 
cult to know why. 

There is one dream that all parents can surely 
help come true: It is that their children will have 
healthy, well-adjusted personalities. Parents can 
help children build their personalities, their inner 
selves — how they feel, the way they act, the kind 
of thoughts they have. It shows outwardly in the 
good way they work with other people and in their 
ability to put into practice their spiritual beliefs 
and ideals. 

Primarily it is the parents who help their chil- 
dren to become happy, and to be realistic in their 
approach to hfe's problems — not only their own, but 
the larger issues that affect all people. 

What Kind of Organization Is the Family? 

The family is a social organization — a very sen- 



(For parents and teachers of Course 1, lesson of November 21, 
"There Is Love in My Family for Me"; for Course 25, lesson of 
October 17, "Home Atmosphere"; and of general interest to all par- 
ents and teachers.) 



sitive structure that has a personality; it is some- 
thing more than the simple combination of mother, 
father, and children. The family is a builder of per- 
sonahty. The all-important period for determina- 
tion of personality trends is the first years of Hfe 
when the child is exposed exclusively to his family. 

Emotional interrelationships of the family group 
are stimuli to personality development. They are 
necessary in helping every child develop a feeling of 
personal adequacy so that he can meet the many 
problems of life. They help him establish feelings 
of security with others. 

One of the most important is the need for a feel- 
ing of security in love relationships. Every child 
needs the expression of love and affection in his 
family. The relationships which exist in a family 
group will make or break its members. 

Parents today are seeking ways to live with, not 
for their children. They are searching for ways in 
which the older and the younger can more deeply 
enjoy and appreciate one another. It is right here, 
in these relationships within the family, that we must 
find the key to a better world. 



366 



THE INSTRUCTOR 



While parents are the most important influence 
in their children's lives, they are not to blame for 
everything that goes wrong. Everybody in the com- 
munity, the Church, the schools, and the neighbor- 
hood has a part to play in creating a healthy per- 
sonality in children and youth — including the chil- 
dren and youth themselves. 

Growth Depends on Understanding 

Children want to grow up! Parents have a large 
hand in helping them grow. Their growth toward 
well-balanced maturity depends on a feeling of un- 
derstanding and genuine interest from those around 
them. 

Children have an uncanny skill for seeing 
through — in feeling through — a grownup's words and 
actions. No amount of endearing terms will con- 
vince a child he is loved, if his parents are either 
bored or disappointed in him. Occasional exaspera- 
tion is not likely to do lasting damage if, deep down 
within himself, the child is aware that his mother 
and father really understand and love him. 

If we want the goals of integrated personality 
and maturity for our children — the time to start is 
now! We must work at it day after day, every day, 
through all the little things we do and say. 

Privileges, Responsibilities, and Cooperation 

Privileges are always pleasant. We like to offer 
privileges, and we like to receive them. 

Responsibility so often appears to be a necessary 
evil. This attitude is especially common in children, 
and it is often a source of much family trouble. Re- 
sponsibility is often considered a contrast to pleas- 
ure. The feeling that responsibility is unpleasant 
seems to come from connecting it with that which 
is imposed from without, while pleasure is asso- 
ciated with freedom of choice. 

Actually, as mothers and fathers, we have all 
participated in happy activities. We and our chil- 
dren have found that responsibilities can be shared 
and accepted without the feeling that they were 
being enforced. 

Children take pride in their skills, and they are 
happy when parents recognize these skills. They 
enjoy being given freedom to develop any abilities 
they may have. Without appreciation and acknow- 
ledgment of their abilities and achievements, they 
cannot develop into confident, self-assured adults. 

To encourage children's development, to give 
them freedom to grow, to show pleasure in their 
successes and sympathy in their failures — this is the 
essence of both love and good teaching. Love means 
understanding; love means trusting; love means 
showing affection; and love means cooperation. 

Cooperation! Is it a family dream, or is it a pos- 



sibility? When a family works together in such a 
way that the needs of each member are fulfilled 
better than they would be in isolated activity, we 
have realized the essence of cooperation. It means 
overcoming the rebellious side of our personalities. 
It means establishing a healthy framework of think- 
ing and acting for all regarding privileges and re- 
sponsibilities in the home. 

Enjoy the Children 

Joy comes with a genuine, personal interest in 
each youngster. This includes spending time with 
them, talking with them, playing with them, doing 
things with them; showing an interest in their 
hobbies, their friends; and their school work. Some 
of the things we might do to help cultivate the 
confidence and friendship of children include: 

Planning short hikes with them. 

Encouraging an interest in and a love for nature. 

Taking an interest in their sports. 

Talking to them and their friends about the 
things they like to do. 

Providing them with opportunities to grow and 
develop according to their own ability and interests. 

Avoiding comparing them with their friends and 
relatives. 

Encouraging them to express their inner feelings 
openly and without fear. Talking freely with them. 

Encouraging them to make friends of their own 
age- group. 

There is no greater joy than a warm, close, and 
affectionate relationship with each child in the fam- 
ily. We enjoy our children more when we learn what 
to expect of them year by year, and we can avoid 
much unnecessary worry if we realize that what looks 
like misbehavior is "normal" for children at certain 
age-levels. 

It is the essential emotional "togetherness" of 
the family which creates the sense of comfort and 
protection from which children may gradually and 
wholesomely be weaned, growing in strength to face 
the larger world outside with courage and conviction. 

A High Calling 

The world of tomorrow will be made by the chil- 
dren of today. Surely an understanding of infancy, 
childhood, and adolescence has world-wide signifi- 
cance. Recognizing that improvements in child care 
and education can change society for the better, 
what life work is more important than that of par- 
ent and teacher? Engaged in this work, we are lay- 
ing the foundations of peace and goodwill among 
men. In harmonious living in a family there is con- 
crete hope for a frightened world. 

Library Pile Reference: Family life. 



SEPTEMBER 1965 



367 



Hymiis of Tlianksgiving 

Senior Sunday School Hymn for the Month of November 




Hymn: "Now Thank We All Our 
God"; author, Martin Rinkart; com- 
poser, Johann Cruger; Hymns — Church 
of Jesus Christ of Latter-day Saints, 
No. 120. 

Good husbandry, good manage- 
ment of our economic affairs, no 
doubt contributes to our peace and 
comfort in life. But we need to 
remind ourselves that possessions 
and wealth cannot, of themselves, 
produce a happy life. It is rather 
the spirit within us that gives life 
and joy to our souls. 

Let us therefore seek wisdom, 
judgment, understanding, and the 
spirit of thanksgiving. Let us 
seek faith, temperance, knowledge, 
which are enduring to the end of 
time. 

The spirit of thankfulness is 
immediately a spirit of happiness. 
When we sing, for example, "When 
Upon Life's Billows," {Hymns, 
No. 202), our hearts are instantly 
warmed. This hymn happens to be 
not specifically a prayer to God, 
not so much a hymn of worship, 
but rather a song of instruction 
and happiness, and an excellent 
one it is. 

We have been urged by wise 



men, prophets, and by revelation 
to cultivate the spirit of thanks- 
giving and to recognize the hand of 
the Lord in all things. "And in 
nothing doth man offend God, or 
against none is his wrath kindled, 
save those who confess not his 
hand in all things and obey not 
his commandments." (Doctrine 
and Covenants 59:21.) 

The hymn we are now consider- 
ing conveys a spirit of worship be- 
fore our Heavenly Father, and ex- 
horts us to the offering of thanks, 
especially at this time of harvest 
season. The music and also the 
words are powerful, mature, se- 
rene, and wonderfully reverent. 

To the Chorister: 

The clear expression of this mu- 
sic requires it to be sung in 
full voice, forte throughout, and 
that means loud. The melody is 
in an excellent range, not too high, 
so that everyone who wishes may 
sing it. 

This great choral melody is over 
300 years old and has no doubt 
been sung in the stately and ma- 
jestic tempo of 66 beats per min- 



ute. This melody was originally 
written in half notes rather than 
the quarters which we have in our 
hymnbook. Perhaps today this 
grand tempo may be a bit too slow 
for our restless generation. So let 
us suggest a metronome indication 
of around 76. The fermatas can 
then be held three exact beats in 
each instance. Keep the rhythm 
steady and stately. People are apt 
to wander from a straight tempo, 
but your unerring beat can keep 
them in the grand "golden mean" 
of steady rhythm. 

To the Organist: 

Play in a reasonably full and 
bright tone quality. Use a strong 
pedal bass. Let everything be le- 
gato, yet repeat clearly all repeat- 
ed notes. We see no technical 
difficulties in the playing of this 
music, but if it should be new to 
you, then practice it sometime 
when the people are not present. 
Prayerful and diligent attention to 
your perfect playing of the organ 
will reward you with joy and, suc- 



cess. 



-Alexander Schreiner. 



On Playing Organ Pedals 

When two doctors disagree, it 
is difficult for a layman to know 
what to do. Perhaps a third doc- 
tor needs to be called in. In any 
event, the disparity needs to be 
resolved. 

We have noticed that quite a 
number of young organists are 
apparently led into an awkward 
method of playing the pedals. We 
have long wondered where the 
cause of this difficulty originated, 
and we think we have found it. 

The faulty instruction, in our 
opinion is found in a book of 
organ instruction entitled The 



Organ, a Method, by Sir John 
Stainer, published as recently as 
1910 by Oliver Ditson. On page 
35 it is stated: "Having taken a 
proper position on the organ-seat, 
the student should now learn the 
system of finding different notes 
on the pedals by feeling with his 
toes. [The italics are mine.] This 
is done by discovering the gaps 
between the short keys, corre- 
sponding exactly to the open 
spaces at the back of the white 
keys of a pianoforte between, ex- 
ample, B flat and C sharp." 

I am wiUing to allow the above 
procedure to be followed once 
only, and I mean orice in a life- 



time. It would be better still never 
to indulge even once. 

We recommend the following in- 
struction, given in First Lessons 
on the Organ, by Gordon Balch 
Nevin, pubhshed in 1924 by OU- 
ver Ditson: "Do not use the spaces 
between the black keys to find 
your pedal notes! This is an anti- 
quated and worthless method, 
taught by very few teachers and 
used by none of the best players." 

The best players play pedals 
with knees adjacent, and in diffi- 
cult passages with knees touching. 
I do this, because I try to be one 
of the best players. 

— Alexander Schreiner. 



368 



THE INSTRUCTOR 



Junior Sunday School Hymn for the Month of November 



Hymn: "Count Your Blessings"; 
author, J. Oatman, Jr.; composer, E. O. 
Excell; The Children Sing, No. 51. 

The words of the hymn chosen 
for this month remind us of the 
attitude of our pioneers. "Count 
Your Blessings" contains a mes- 
sage which has grown to be a 
source of great strength to Latter- 
day Saints. When it is sung, it has 
the power to lift a congregation 
into a spirit of unity. We hope that 
the concept of this hymn will be- 
come dear to children; we realize, 
however, that its full meaning will 
not be completely understood by 
all in Junior Sunday School. But 
we hope that as our children grow, 
the meaning of this hymn will 
grow with them and give them 
courage when they, too, have 
problems. 

To the Chorister: 

Because this is a long and more 
difficult hymn for children than 
usual, we would suggest that the 
"phrase method" be used. When 



we teach a hymn this way, we 
first sing the stanza to the boys 
and girls three or four times and 
have them listen for special words 
or for a particular thought. Then 
we talk about the meaning of any 
part they might not understand. 
Next we sing just the first phrase 
while they hsten. Following this, 
they take their turn and sing that 
phrase back to us. We repeat the 
same procedure with the second 
phrase. The other phrases are 
taught in the same manner. As the 
boys and girls repeat what they 
hear us sing, we are able to de- 
tect any mistakes they might make 
or any part of which they are un- 
certain. These sections are prac- 
ticed until they are sung correctly. 
When children are taught by 
the phrase method, they have to 
listen carefully in order to repeat 
what they hear. As they become 
more famihar with the hymn, we 
combine two phrases at a time 
rather than have them sung sep- 



November Sacrament Gems 



Foe Senior Sunday School 

"... See that ye partake not of 
the sacrament of Christ unworth- 
ily; but see that ye do all things 
in worthiness, 

^Mormon 9:29. 



For Junior Sunday School 

Jesus said: ". . . Have peace with 
one another."^ 



mark 9:50. 



"1 



Organ Music To Accompany November Sacrament Gems 



Prelude 



DELMAR H. DICKSON 



m 



TH 



1 7 bi' i f V 



i 






i 



^ 



zaz 



8 



Postlude 



te 



w 



^ 



J I 



^ 



T 



f 



^^ 



Tf 



arately. After this has been done 
a few times, we can invite the 
children to sing with us. Finally, 
we have them sing the hymn with- 
out the help of any adults. 

We suggest that, to begin with, 
we teach the first stanza of this 
hymn to the children; after that, 
have them learn the refrain. The 
older ones should be able to learn 
both the first stanza and the chor- 
us, while young children will per- 
haps only learn the refrain or even 
just the key phrase, "Count your 
blessings." It is far more satisfying 
for a child to learn one stanza or 
even part of a stanza so that he 
knows it well, than to attempt to 
learn all the stanzas and only be 
able to sing a word here and there. 

An excellent way to find out if 
boys and girls are really learning 
a hymn is to have adults listen to 
them. As teachers and choristers, 
we are so eager to have the chil- 
dren succeed that, without realiz- 
ing it, we often do the singing for 
them; and then they fail to see 
why they should make any effort. 

To the Organist: 

In this hymn there are a number 
of close intervals, so the chorister 
may prefer to have the accompani- 
ment played while the children 
learn it. Although it is written in 
four parts, we would like the chil- 
dren and teachers in Junior Sun- 
day School to sing the melody 
only. If the full accompaniment is 
played, the children might become 
confused at hearing so many 
sounds; so we need to have the 
right hand play just the top notes 
so a clear melody can be heard. 
The left hand should be played 
softly. 

— Edith Nash. 

Note: The Christmas program sug- 
gests that we sing "Away in a Manger" 
— The Children Sing, No. 152, and 
"Glad Tidings" — Sermons and Songs 
for Little Children, page 17. To help 
the children become acquainted with 
these hymns, it would be well to prac- 
tice them during November. 



SEPTEMBER 1965 



369 




Priesthood bearers might accomplish much in 
genealogical work by . . . 

Mixing Business 
and Pleasure 

by M. Ralph Shaffer'^' 

A century ago migration to the West brought 
progress to individuals in both spiritual growth and 
material blessings. The call, "Go West, Young 
Man," of Horace Greeley, editor of the New York 
Tribune, was fulfilled by many of venturesome spirit 
and religious stamina. Today, by contrast, many 
individuals and families experience vocational op- 
portunities, recreational pursuits, and renewal of 
personal associations by travelling east. A busi- 
nessman, a tourist, or simply a family member seek- 
ing to find "the old homestead," in the east, is al- 
most sure to be rewarded if he or she spends a 
few hours in genealogical work during the trip and 
does sufficient planning and spadework in advance 
to make certain that these few hours will prove 
profitable. 

I learned last year that my great-grandfather, 
George Washington Shaffer, lived in Indiana Coun- 
ty, Pennsylvania, in the early 1800's.^ 

(For Course 9, lesson of December 12, "A Leader Keeps a Record"; 
for Course 21, lesson of November 21, "Achieving Genealogy's Ob- 
jective"; and of general interest.) 

^See "Picking a Starting Task"; The Instructor, August, 1964, 
page 304. 



Contact had previously been made with a Mrs. 
Francis Strong Helman, chairman of the Indiana 
County Historical Society, Indiana, Pennyslvania, 
and editor of the publication Your Family Tree. (This 
publication was discovered by going through the 
locality card file of the genealogical library in Salt 
Lake City, under the index, "Indiana County," Penn- 
sylvania.) I had also made contact with a Mr. Paul 
Shaffer, whose name was given to me by Mrs. Hel- 
man in correspondence. This Paul Shaffer lived in 
Winber, Pennsylvania, a place not too far from 
Johnstown, where some of my cousins now live. 

It so happened that a business trip to Cleveland, 
Ohio, last November presented me with opportunity 
to visit Pennyslvania. Cleveland is less than one 
hundred miles from Pennsylvania; and, on checking 
airline reservations and fares, I noted that a very 
small expense would be involved in going from Cleve- 
land to Johnstown, I resolved to see my relatives 
and to make Johnstown a headquarters in order to 
visit the towns of Indiana and Winber, Pennsylvania. 

Upon concluding my business appointment, I 
traveled to Johnstown, saw some of my relatives, 
and then went to see this Paul Shaffer of Winber, 
not twenty miles distant. We had a delightful visit 
one evening, and he proved to be a distant cousin 
of mine. He said he wanted to show me a collec- 
tion of Shaffer records he had prepared. He had 
used genealogical sheets printed by the Church and 
had a stack of records about five inches thick. 
Though not a member of this Church, Paul men- 
tioned that, "for some reason or other" he had been 
doing genealogical work on the Shaffer and other 
lines for about thirty years. While the project had 
been dormant for some time, he picked it up again 
on our visit and shortly thereafter sent me a clipping 
from a local newspaper indicating the nature of his 
project and what had been done. 

After this successful visit with my newly found 
relative I decided to head for Indiana, Pennsylvania, 
in order to meet personally this Mrs. Francis Strong 
Helman who has done so much in genealogy (though 
she also is not a member of the Church), and who 
has contributed a periodical to our genealogical 
library. 

I arrived at her home on a rainy morning about 
11 o'clock and was delighted to meet both her and 
her husband. We chatted for some time, and in the 
course of our conversation she mentioned that she 
knew something of the genealogical work of the 
Church. She said that she had been working on 
genealogy for about thirty-five years; and she 

*M. Ralph Shaffer, a Salt Lake City patent attorney, received his 
A.B. degree in physics from Occidental College in Los Angeles and 
his L.LB. from the University of Loyola School of Law. He has also 
attended Pomona College, Claremont, California, and Brigham Young 
University. He and his wife, Alice, are parents of five children. 



370 



THE INSTRUCTOR 



brought out a volume of group sheets, representing 
a part of her work, which appeared to be about seven 
inches thick. These records were principally on her 
husband's line. She had previously indicated that 
my great-grandfather, George Washington Shaffer, 
had married an Elizabeth Helman, and that her 
husband, Blaine Helman, whom I met, was a direct 
relative of Elizabeth Helman! Hence, in that very 
volume before me, was work done over a span of 35 
years, work devoted to research of my Helman Hne 
which goes back to Germany. 

This was an incredible find! I could not begin to 
copy even a modest bit of the information there, but 
the opportunity might be available for a microfilm 
worker of the Church to record the entire Helman 
records. 

She also mentioned that, to her knowledge, the 
father of George Washington Shaffer was one David 
Shaffer of York County, Pennsylvania. She ad- 
vised that I check the York County Historical 
Society if I had time. 

Although time was limited, I traveled to York in 
the evening and was at the Historical Society very 
shortly after it opened the following morning. I 
checked my watch and found that I had only about 
two hours and forty-five minutes to spend there. The 
personnel of the Society were very friendly. Upon 
receiving my request for information concerning the 
Shaffers in York County, one of the assistants pre- 
sented me with material prepared in 1938 by a Henry 
James Young, a research employee of the Historical 
Society of York County. He had compiled all of the 
evidences of Shaffer families in York County prior 
to the year 1850. I looked through portions of the 
material and noted evidences of a David Shaffer, my 
direct relative. These evidences were compiled from 
church records, cemetery records, newspaper records, 
a civil list, wills, deeds, administration bonds, ad- 
ministration accounts, court dockets, naturalizations, 
taxables of 1783, mortgages, and Revolutionary War 
service records. To go through this material would 
have required untold hours. Yet, here was this 
cache of information before me; and I thrilled at the 
thought of finding such a treasure. I asked the li- 
brarian if by chance there would be a copy of this 
work, and she mentioned that there was one copy 
left! It is now in my possession, a source of invalu- 
able leads and information. 

From York I traveled to Pittsburgh on my way 
home to Salt Lake City, but before leaving Pitts- 
burgh, I remembered that a Dr. Alvin G. Faust of 
Pittsburgh had been mentioned by Paul Shaffer. I 
called Dr. Faust, but unfortunately he was not at 
home. I did talk to his wife and, a few months later, 
was able to meet him personally during another 
business trip. It now turns out that Dr. Faust is 



a close relative of a Catherine Faust who married 
the David Shaffer above referenced, who is my an- 
cestor! He, in concert with others, has written a 
book regarding settlements in western Pennsylvania 
of the Church of the Brethren, of which he is a mem- 
ber. The publication has been printed; and, for- 
tunately, he sent me a copy. This work makes 
extensive reference to this now- discovered Faust 
line. Dr. Faust is head of one of the missions of the 
Church of the Brethren in Pennsylvania, and this 
particular church has done a good deal of geneal- 
ogical work in Pennsylvania and Ohio. 

Taking a few hours' time, perhaps fourteen in all 
(excluding travel time), to do genealogical work in 
the East has uncovered research work done by others, 
not members of the Church, covering a cumulative 
period of perhaps eighty years. The information 
uncovered in this short expenditure of time has been 
far more than I could ever have accomplished in a 
single lifetime. Of course, there remains a great 
task of sifting the information and proving dates and 
relationships. This in itself will be a tremendous 
job; yet, how small it is in comparison with the 
countless hours through the months and years that 
these other people have devoted to this work — and 
not knowing why. 

Many of us have heard the experiences of others 
relating to assistance from the unseen world and 
confirmations by others who have passed beyond 
as to this glorious work for the dead. I personally 
have heard of such things occurring; but only, it 
appeared, after those individuals had proven their 
devotion and steadfastness in the work. Many of 
us may not have such experiences in this life; yet, 
after a measure of trial of our faith in genealogical 
and temple work, it does appear that ways open up 
for acquiring information which to any reasonable 
mind appear to be beyond mere circumstance or 
coincidence. Reflecting back, it took me some twen- 
ty years of searching, in an admittedly sporadic 
manner, to learn the identity of my great-grand- 
father Shaffer. In contrast, it took me barely four- 
teen hours of interviewing time to uncover the names 
of perhaps hundreds who are related to that same 
direct ancestor. 

As priesthood bearers, we who are busy earning 
a living, doing Church work, and keeping domestic 
fences in good repair, need not reply to invitations 
to do genealogical work as did Mark Twain, humor- 
ously though regrettably, by saying, "No thanks, 
Fm too busy poHshing up this end of the line." 

Rather, as the priesthood program emphasizes, 
the opportunity is for us to take the lead in bringing 
forth fruits from the opportunities that await us in 
this great cause. 

Library File Reference: Genealogy. 



SEPTEMBER 1965 



371 




Building a Deeper 

Faith throiagh the 

Study of Science 

and Philosophy 



by David W. Bennett' 



Editor's Note: In publishing this article by 
Brother David W. Bennett, we recognize that many of 
our young people attend higher institutions of learn- 
ing and come into contact with courses that can dis- 
turb their faith. Parents are concerned because they 
see a falling away of some students who study philos- 
ophy, social sciences, and other courses. We have asked 
Dr. Bennett, who has distinguished himself as a schol- 
ar and teacher in the field of philosophy, to enlighten 
us concerning his point of view regarding such studies. 
He expresses here his own opinions and does so at our 
request to help parents and students develop a re- 
silience of mind and depth to their convictions by 
wrestling with basic problems of belief. He himself 
personifies the fact that a young person can strength- 
en his faith in God if he will push the age-old quests 
of man to their roots and be honest and prayerful in 
his searchings. As with other articles in this series, 
"I Believe," we present the personal beliefs of a 
Latter-day Saint whom we consider worthy and 
competent as a scholar in his field. We do not present 
these views as statements of Church doctrine. 

Those who wish further information on this sub- 
ject may find help in the writing of John A. Widtsoe in 
Evidences and Reconciliations, Chapter 10, "Does 
Higher Education tend to diminish faith in the Gos- 
pel?" (Bookcraft). Brother Widtsoe states as causes 
of loss of faith "among a small proportion of those who 
seek or have sought higher education: 

(1) Starvation of faith through lack of study and 
practice of Gospel principles; 

(2) Imitation of persons who have acquired im- 
proper habits of life; 

(3) Immorality; 

(4) The failure to understand the real relationship 
that religion bears to all truth." (Page 43.) 



Fifth Article in the Series Entitled^ "/ Believe** 



The Instructor has invited me to say something 
about the influence which the study of science and 
philosophy can have on young people as they search 
for a deeper meaning for their life in the framework 
of Gospel teachings. I will begin with a few remarks 
about the nature of science and philosophy, since not 
everyone understands these terms in the same way. 

Two Aspects of Science and Philosophy 

The word "philosophy" is of Greek origin and 
literally means "love of wisdom." "Science" comes 
from "scientia," the Latin word for "knowledge." 
Both philosophy and science are often said to have 
had their origins among the Greeks in the sixth cen- 
tury before Christ, though, of course, knowledge and 
the love of wisdom did not spring up over night at 
that time and place. But two things about Greek 
science were unique and of special interest for our 
purposes in this discussion. 

In the first place, the Greeks regarded the pur- 
suit of knowledge as a worthy goal in itself, even 
when it did not necessarily lead to any practical 
results. As an example we may point to geometry, 
perhaps the highest scientific accomplishment of the 
Greek mind. The literal meaning of the word 
"geometry" is "earth measuring"; and, in the sense 
of developing skill at measuring their land, much 
elementary geometry was already known in Egypt 
and Mesopotamia long before Greek civilization ap- 
peared. But Euclid's geometry, as we all remember 
from our high school days, is not directly concerned 
with anything practical, and, in particular, has very 
little to do with land measurement. Euclid's geom- 
etry has as its object, not the development of sur- 
veyor's skills, but the pursuit of theoretical knowl- 
edge; it is a coherent system of general theorems de- 
rived in quite a strict logical manner from a small 
number of fundamental axioms, postulates, and def- 
initions. The achievement of such a coherent sys- 
tem of general knowledge was highly original; and, 
since something like this seems to be a basic feature 
in whatever we today would call "science," we are 
perhaps justified in saying that science began with 
the Greeks. 

In the second place, Greek men of science be- 
lieved that it was entirely legitimate for science to 
develop along its own lines quite separate from any 



(Of general interest.) 

* David W. Bennett is a teacher of philosophy at the University 
of Utah. He obtained both his B.A. and M.A. degrees at that insti- 
tution and his Ph.D. at Columbia University. He has served as 
director of the LDS Institute of Religion adjacent to the University 
of Wyoming in Laramie, and he has been a violist in the Utah 
Symphony. Since 1963 he has been a member of the LDS Youth 
Correlating Committee. He and his wife, the former Bonnie Stone, 
are parents of four children. 



372 



THE INSTRUCTOR 



accepted framework of religious ideas. For an ex- 
ample of this point, compare the genuinely scientific 
systems of astronomy developed by the Greeks with 
the system of astrology developed earlier by the 
Babylonians, Though astrology is based in part on 
accurate astronomical information, it is heavily bur- 
dened with Babylonian religious notions which most 
of us today would regard as empty superstition. As 
another example, consider the earliest Greek at- 
tempts to explain the world of nature in natural 
terms, like water, fire, air, or earth, or in mathe- 
matical terms like number and form. Such primitive 
ideas led eventually to important scientific advances 
by directing attention to the search for natural 
causes and mathematical explanations of natural 
events. In other cultures men tended to rest con- 
tent with the simple explanation that the gods are 
the cause of everything. This idea, important though 
it undoubtedly is as a basic concept of religion, does 
not by itself lead to scientific developments. Until 
science was able to achieve its independence from 
primitive religious presuppositions, it did not ad- 
vance very far beyond, at best, mere untested specu- 
lation; at worst, sheer superstitution. 

What has been said so far about science goes for 
philosophy, too, because among early Greeks, science 
and philosophy were one and the same. Science 
achieved its independence from practicality and from 
religion, but not, in the beginning, from philosophy, 
that is to say, wisdom, or concern for some deeper 
meaning and more general understanding than the 
term "knowledge" alone suggests. At a somewhat 
later time science and philosophy did separate when 
knowledge became extensive enough to require a de- 
gree of specialization. In the Alexandrian or Hel- 
lenistic world many branches of science divorced 
themselves from Greek philosophy, which had until 
then been the trunk of the tree; and philosophy itself 
became divided into different branches. In our own 
day we see technology, religion, philosophy, and the 
sciences, not to mention fine arts and the humani- 
ties, as so many different enterprises pursuing their 
own goals independently of each other, often in open 
competition or with some mutual suspicion. 

Conflict Arising from These Two Aspects 

Suspicions which religious people sometimes have 
toward science and philosophy can be profitably dis- 
cussed from the background of the origins of science 
and philosophy among the Greeks, We recall that 
these enterprises arose in an environment relatively 
free of practical or of religious restraints. But are 
such freedoms a good thing? This is the question 
troubling many devout Latter-day Saint parents as 
they send their youngsters to universities. Philosophy 
seems useless because it is not directed to practical 



concerns, and dangerous because, it is not pursued 
within the accepted framework of Gospel ideas. A 
young student, on the other hand, often feels that 
any pre-established framework, even the Gospel it- 
self, will inhibit him in freely pursuing the wisdom 
and knowledge he has come to the university to seek. 
That there are parents and students with these 
attitudes, and many of them, is a fact well known 
to us all. And that conflict can result from this is 
another fact equally familiar. Because of our faith 
in the power of the Gospel to provide an unerring 
foundation for harmonious human relations, espe- 
cially in the family, we have sometimes preferred not 
to admit that such conflict can arise. But the Gospel 
has never held forth the promise of an absence of 
conflict in life, but rather the understanding that 
conflict is a proper and even necessary instrument 
of development. We must find a better way to face 
conflict than by refusing to admit its existence. 

Science Faces the Conflict 

These difficulties are more strongly felt in some 
branches of science than in others, and still more 
strongly in philosophy. In mathematics, physics, or 
chemistry, for instance, the scientist pursues his 
goals with considerable freedom and independence 
from practical concerns or religious presuppositions. 
In this atomic age we are well aware of the fact that 
ideas of a highly theoretical and abstract character 
can exert a profund influence on human life, how- 
ever impractical they may seem in the beginning. 
Even ideas which have no foreseeable practical con- 
sequences may have the value of satisfying our na- 
tive intellectual curiosity and of helping us reach a 
clearer understanding of our world. So the charge 
of impracticality, at least in these branches of sci- 
ence, is no longer taken very seriously. The other 
charge, that science is dangerous when it ignores 
religious presuppositions, is not a serious one for 
these branches either, because areas of potential con- 
flict are very rare. Religion has very little to say 
about mathematics, physics, or chemistry; and these 
in turn have little to do with religion. 

In biological and social science conflicts tend to 
arise much more frequently. Many students of re- 
ligion feel that this is because science has not yet 
attained the same degree of precision or reliability 
in these areas as in the older and better established 
subjects, and that as errors and excesses incident to 
youth are gradually eliminated from these sciences, 
the present sources of conflict will largely disappear. 
But this seems unrealistic; the history of conflict 
between science and religion shows that immature 
ideas may still be entertained in intellectual systems 
that are many centuries old, and such ideas from the 
(Continued on following page.) 



SEPTEMBER 1965 



373 



BUILDING A DEEPER FAITH THROUGH THE STUDY Of SCIENCE AND PHILOSOPHY (Continued from preceding page.) 

dom. When we begin to study philosophy, we are 
apt to find more perplexities than solutions; and this 
will be unsettling for most people. Many of us de- 



side of religion are certainly quite as frequent as 
from the side of science. A more realistic explana- 
tion of the greater conflict in these areas of science 
might be sought in the intrinsic nature of their sub- 
ject matter, which impinges much more directly on 
human Ufe and hence invites a deeper involvement 
with religious questions. 

But, we say, truth itself is eternal and wholly 
independent of the state of our knowledge or opin- 
ion; things are what they are and science in all 
branches is only a concerted attempt to discover the 
truth and to understand it. We may properly be 
suspicious of particular assertions of the sciences at 
some particular stage of their development, but we 
do not fear the final outcome of scientific investiga- 
tions in any field; and the aims and methods of 
science have our full blessing. 

Philosophy Faces the Conflict 

The confidence whidi science seems by now to 
have won for itself is still largely withheld from 
philosophy; here the old suspicions linger. But the 
same arguments by which we vindicate science will 
serve the cause of philosophy as well. We do not 
feel that a scientific career is impractical nor wasted 
because we have learned how, in the long run, scien- 
tific ideas do influence human life, usually for the 
better; and scientific knowledge is properly valued 
in itself. Similarly, a genuine love for wisdom, phi- 
losophy in the original sense, can never be wasteful 
or impractical. It will motivate a continuing search 
for more lasting values, deeper purposes, and clearer 
perspectives which cannot fail to have a notable im- 
pact on our own lives and on the lives of others. 
And the results of the philosophic quest are prized 
in themselves quite apart from their practical im- 
portance. Nor do we feel that science is dangerous; 
we have the faith that genuine scientific knowledge 
cannot ultimately conflict with genuine religious 
truth, and that immediate conflicts are good for us 
because they put us in search of a deeper under- 
standing than we now have, either in our religion 
or in science, or perhaps in both. Why should phi- 
losophy be thought any more dangerous? Philoso- 
phy, like science, is only seeking to enlarge our 
knowledge and understanding and feed our love of 
wisdom; surely there can be no ultimate conflict 
between these goals and those of the Gospel. 

Yet, no doubt, the immediate conflicts for those 
who study philosophy are strong and real, whatever 
we may say about the absence of any ultimate con- 
flict. In spite of more than two thousand years of 
effort since Greek times, the human race seems not 
to have advanced very far in the direction of wis- 



mand answers which cannot be given at once, and we 
lack the patience and dedication to pursue them 
deeply enough. If by studying philosophy we come 
to feel unsatisfied with some answers we had always 
accepted before, perhaps immaturely, then we may 
be in a dangerously insecure state of mind for some 
time until we can find more mature answers, or until 
we can achieve the important realization that not 
all our questions need to be answered at once — we 
have time (and eternity) for that. 

Let us admit, then, that philosophy may be dan- 
gerous; when the road to some worthy goal is a 
dangerous one, should we turn around and rim or 
try to face that danger with courage and with the 
hope of becoming stronger. A conscientious parent 
tries to prepare his child for the dangers of life, but 
he does not try to prevent his child from meeting 
them and gaining the strength which they bring. 
And surely there is strength to be gained in the 
study of philosophy, a particularly important sort 
of strength of mind and spirit which we admire in 
the lives of wise men. 

Religion Faces the Conflict 

Let us now take a brief look at the idea our 
young student has that if he is really to be free at 
the university he should approach his studies with- 
out presupposing even the Gospel framework of 
ideas. 

Does this mean, as the young student may insist, 
that he should now reject all previous religious 
training and proceed in his studies with a mind 
open and emptied of all predispositions? Such an 
idea is not realistic; we can only start something 
from where we now are, and must not imagine that 
we would be better off starting from nowhere or 
that it would even be possible to do so. But if the 
student means only that his framework of religious 
ideas should not predetermine the outcome of his 
studies, that not everything he hears must be made 
to fit in a pregiven mold, then surely he is right. 
The Gospel was never intended to act as a pregiven 
mold. 

The religious ideas of an immature young man 
entering the university are and should only be par- 
tially formed, resilient, and on the move. Progress 
towards wisdom will no doubt require such a young 
man to modify many of his ideas, and abandon 
quite a few. 

To do so, he may feel, would be a weakness, 
(Concluded on page 378.) 



374 



THE INSTRUCTOR 



IF YB WILL 
OBEY MY VOICE 

by K. Preston Glade"" 

Ye have seen what I did unto the Egyptians^ and 
how I hare you on eagles' wings, and brought you 
unto myself. 

Now therefore, if ye will obey my voice indeed, 
and keep my covenant, then ye shall be a peculiar 
treasure unto me above all people: for all the earth 
js mine: 

And ye shall be unto me a kingdom of priests, 
and an holy nation. . . . (Exodus 19:4-6.) 

The above promise the Lord gave through Moses 
to the children of Israel as they journeyed from 
Egypt towards Mount Sinai. Once again the Lord 
was preparing a people to be gathered together, that 
a righteous nation might be upon the earth. It was 
indeed the fulfillment of the promise the Lord had 
made to their father, Abraham. 

The Lord's purpose in gathering a people to- 
gether, regardless of the time, has always been the 
same; that is, to build a holy city and to prepare a 
sanctuary where the Lord might come and reveal 
to men sacred ordinances that would prepare them 
for salvation.^ 

Knowing the success of others no doubt made 
Moses optimistic about the fulfillment of the promise 
the Lord had given to His people. There had been 
Enoch and the City of Zion, which had become a 
holy nation unto the Lord. There had been other 
righteous souls from the time of Enoch until the 
time of the great flood who had been translated and 
"caught up by the powers of heaven into Zion." 
(Moses 7:27.) More recently, Melchizedek and his 
city of peace had been successful in obtaining heav- 
en. (See Inspired Version, Genesis 14:32-34.) This 
optimistic attitude of Moses was shown in a revela- 
tion to Joseph Smith, wherein we read that Moses 
diligently sought to sanctify his people that they 
might see the face of God. (See Doctrine and Cove- 
nants 84:23.) 

The opportunities given to the children of Israel 



(For Course 27, lessons of November 7-28, "Moses"; for the gen- 
eral interest of Courses 13, 15, 17, and 29; to support Family Home 
Evening lessons 37-39; and of general interest.) 

*K. Preston Glade, a teacher in the LDS Church Department 
of Education, was recently transferred with his family from Logan, 
Utah, to Brigham City where he will be a teacher in the Seminary 
of Box Elder High School. At Logan he was an instructor in the 
Institute of Religion for Utah State University. Prior positions in- 
cluded being principal of the Skyline High School Seminary and 
before that principal of the Salt Lake South Seminary. He won his 
B.S. degree from Brigham Young University in 1951 and his M.A. 
degree from there in 1956. He and his wife, Betty, have five children, 
^See Joseph Smith's History of The Church of Jesus Christ of Lat- 
ter-day Saints, Vol. V; Deseret News, Salt Lake City, Utah, 1912; 
page 423. 



were never realized, and the promise of the Lord 
was not fulfilled. Why? 

The traditions of their fathers or the traditions 
of men were such a powerful influence in controlling 
their behavior that they would not allow themselves 
to find security in revelations from the Lord nor in 
His prophet. These traditions prevented them from 
developing faith in Moses as their leader and Je- 
hovah as their God. As a result of these traditions 
they lived by the attitude that "seeing is believing," 
as shown by the golden calf experience. Even 
Aaron returned to ways of the past and apparently 
saw no evil in it. 

These traditions prevented individual spiritual 
growth and development. On one occasion two men 
in camp had the Spirit rest upon them, and they 
prophesied. A young man ran and told Moses. Im- 
mediately Joshua asked Moses to forbid them. 
Moses then replied, ". . . Enviest thou for my sake? 
would God that all the Lord's people were prophets, 
and that the Lord would put his Spirit upon them." 
(Numbers 11:29.) The ways of the past would not 
allow them to rely upon the Holy Ghost and be- 
come prophets unto themselves. 

Later the insistence of Israel on having a king 
against the warnings of the Lord is evidence of the 
security they placed in the traditions of men. 

As a result of their rebellion against the Lord as 
shown by the golden calf, Moses broke the first set 
of tablets containing the word of God. When a sec- 
ond set was made, the Lord informed Moses that the 
law written on them would not be like the first. The 
priesthood (Melchizedek) would be taken from them 
and some of the ordinances would not be given them. 
The law of carnal commandments would be their 
law, and they would not enter into His rest during 
their pilgrimage. (See Inspired Version, Genesis 34: 
1-4; and Doctrine and Covenants 84:24-27.) 

In this dispensation, with Joseph Smith as His 
spokesman and prophet, the Lord began another 
gathering of people that they might build an holy 
city, build a sanctuary, and prepare themselves to 
see the Lord face to face. As a result of the restora- 
tion of the Gospel of Jesus Christ, there was to 
come a peculiar people, an holy nation, a kingdom 
of priests. 

Anxiously they began to build their city of Zion 
in Jackson County, Missouri. Little did some realize 
that it is in the hearts of its inhabitants that Zion 
must first take hold and be redeemed. Once again it 
appears that obedience to the traditions of men pre- 
vented its fulfillment. Heber C. Kimball reported 
Joseph Smith as having said, "If the Church knew 
all the commandments, one half they would reject 
through prejudice and ignorance." 

{Concluded on page 378.) 



SEPTEMBER 1965 



375 




Jesus' Use 
of Words 



hy Lowell L. Bennion 



Arthur Quiller-Couch, a former professor of Eng- 
lish at Cambridge University, wrote a delightful 
essays on jargon. In it he describes jargon as a 
style of writing that is abstract, vague, general, and 
woolly. It beats around the bush, misses the mark, 
and is terribly dull and deadening. Jargon is re- 
plete with words like "case," "instance," "char- 
acter," and "degree," and phrases like "in regard 
to" and "according to whether." 

Quoting an old Latin saying: "Masculine will 
only be things that you can touch and see." (Pro- 
fessor Quiller-Couch urges students to use concrete 
language.) Writers like Shakespeare, Goethe, Carl 
Sandberg, Robert Frost, and many others use this 
vivid, concrete, masculine style of writing. Note, 
for example, Shakespeare's description of sleep: 
". . . sleep that knits up the ravelFd sleave of care"; 
or Goethe's statement, "grey are all theories, green 
alone life's golden tree." 

There is no finer example of crisp, masculine 
writing than the King James version of the Bible. 
It contains concrete nouns, verbs of action, rela- 
tively few adjectives and adverbs, and a minimum 
of vagaries and generalities. The Hebrew mind was 
poetic and vivid in its descriptions of life. 

^Reprinted in College Omnibiis, Harcourt & Brace Co., page 19. 



TEACHER IMPROVEMENT LESSON 

Reading the gospels, one is amazed at the Mas- 
ter's use of words. Everything comes to life. One 
picture foUows another. Human beings cross the 
stage, singly and in dialogue. It is as though one 
were watching a play. Nature provides the stage 
and media for illustration. In simple language Jesus 
reveals profound truths. Note his masculine style 
in the following typical passages: 

"... Thy sins be forgiven thee . . . Arise, and 
take up thy bed, and walk." (Mark 2:9.) 

"... And if the bhnd lead the blind, both shall 
fall into the ditch." (Matthew 15:14.) 

"... The foxes have holes, and birds of the air 
have nests; but the Son of man hath not where to 
lay His head." (Matthew 8:20.) 

". . . Take nothing for your journey, neither 
staves, nor scrip, neither bread, neither money; nei- 
ther have two coats apiece." (Luke 9:3.) 

"Behold, I send you forth as sheep in the midst 
of wolves. . . ." (Matthew 10:16.) 

"... My house shall be called a house of prayer; 
but ye have made it a den of thieves." (Matthew 
21:13.) 

". . . Tell John what things ye have seen and 
heard; how that the blind see, the lame walk, the 
lepers are cleansed, the deaf hear, the dead are 
raised, to the poor the gospel is preached." (Luke 
7:22.) 

"For John the Baptist came neither eating bread 
nor drinking wine; and ye say. He hath a devil. The 
Son of man is come eating and drinking; and ye say. 
Behold a gluttonous man, and a winebibber, a friend 
of publicans and sinners!" (Luke 7:33, 34.) 

Jesus hung his ideas and principles on words 
which called forth images of things people could 
"touch and see." "A sower went out to sow his 
seed . . . some fell on a rock . . . ; and some fell 
among thorns . . . and others fell on good ground." 
How simple, how clear, how quickening to the imag- 
ination! 

Applicafion 

A Latter-day Saint youth fresh out of college 
aspired to be a writer. He handed his first essay 
on religion to a friend who was an English major. 
It came back with a single comment: "Read the 
Bible one hour a day." The essay was nothing but 
jargon — foggy, fuzzy, woolly, general writing, "much 
ado about nothing." 

Teachers of the Gospel of Christ might also look 
to their use of words, their style of talk. To be sure 
we must be genuine and natural in conversation in 
the classroom. Nothing is more painful to a listener 
than a teacher who multiplies words to be heard of 



376 



THE INSTRUCTOR 



himself. And yet we may well ask: Do we teach the 
Gospel of the Lord with some of the vividness — the 
concreteness, reality, and aliveness which marked 
his teaching? Do we call a spade a spade? 

Elder Boyd K. Packer gave Seminary and Insti- 
tute teachers an interesting illustration one day. He 
suggested, for example, that in teaching the prin- 
ciple of faith, one write on the chalkboard: Faith 

is like And then challenge the class 

to fill in a word. Many symbols and illustrations 
come to mind. Try it! 

Faith is like a seed. 

Faith is like a newborn baby. 

Faith is like candlelight. 

Faith is like a springboard. 

Faith is like a bridge. 

Faith is like a spotlight. 

Then the teacher could ask the student who 
suggests a word to explain why faith is like the thing 
he named. 

The same method can be used with many Gos- 
pel principles which remain so vague when discussed 
in purely abstract terms. An ancient Chinese writer, 
Loa-tze, compared humility with water. Water 
always seeks the lowest level, yet it is so powerful 
that it washes away rocks and mountains, creates 
valleys, and carries soil into the sea. 



Cultivating Words 

Questions 

1. Illustrate with a lesson you have to teach how you 
can bring it to life by using masculine language. 

2. How can one cultivate more concreteness and vivid- 
ness in his style of talk? 

Teachers will think of several ways. May we 
suggest a few: (1) Read the Bible regularly, es- 
pecially the sayings of Jesus. Some of his style may 
"rub off" on us. (2) Observe nature and human na- 
ture. Jot down illustrations and words in a note- 
book and use them. (3) Listen to people talk. 
Some are direct and colorful. This is true among 
all classes. An old neighbor of ours used to say: 
''You are as welcome as the flowers in May." Ro- 
main RoUand, eminent European writer wrote, "Let 
your life be big with love like a tree with blossoms 
in the spring." (4) In our own lives we must bring 
the Gospel of Christ out of the vague, abstract world 
of generality and breathe into it our own feelings of 
love, strength, gratitude, and wonder. We must 
live it to express it. 

Assi0nment 

Read Matthew, Mark, or Luke and study the Saviour's 
use of words. 



Library File Reference: Teachers and teaching. 



WHY AND WHY NOT ? 



Junior 

Sunday 

School 




WHY ARE THEMES NOT USED IN JUNIOR 
SUNDAY SCHOOL WORSHIP SERVICE? 

It is understanding and conviction that makes 
each of us, regardless of age, want to live the prin- 
ciples of the Gospel as taught by Jesus Christ. Where 
better can these things be accomplished than in the 
classroom, in a friendly, loving, unhurried, and stim- 
ulating atmosphere? Here the child can ask ques- 
tions and receive answers in terms which he can 
understand. 

Some people have asked, "Why not have a theme 
each Sunday in the worship service around which all 
songs, talks, and activities can be centered?" 



The answer is that this portion of Junior Sunday 
School is not the place for such a program. The 
worship service is intended to be a highly spiritual 
experience, a time for children and adults to wor- 
ship together through prayer, partaking of the sac- 
rament, singing hymns, and learning of Gospel prin- 
ciples through spiritual presentations from class 
study. 

As well-planned and well-presented lessons un- 
fold in class period, the children will be actively en- 
gaged in many activities which can be expressed in 
the worship service. They will be memorizing pas- 
sages of scripture, retelling stories, making illustra- 
tions, dramatizing stories, relating personal incidents, 
recalling Gospel concepts, and doing many other 
purposeful things. These are the ideas which may be 
brought into the worship service, and they become 
successful audience experiences after they have been 
developed and practiced within the security of the 
classroom situation. In contrast, a theme-centered 
worship service is adult imposed and not in the in- 
terest of that which is best for the children. 

— Junior Sunday School Committee. 

Library File Reference: Sunday Schools — Mormon — Junior Sunday School. 



SEPTEMBER 1965 



377 



BUILDING A DEEPER FAITH THROUGH THE STUDY OF SCIENCE AND PHILOSOPHY (Concluded from page S74.) 



showing his lack of conviction; but he is far better 
off lacking conviction in opinions which may in fact 
be wrong than in clinging to them tenaciously and 
preventing them from growing into something more 
mature and consistent. This is precisely the insight 
which seems to have made it possible for the Greek 
mind to make the first advances toward genuine 
scientific knowledge and wisdom, and which makes 
our own first advances toward independence of mind 
possible. 

Far from being incompatible with our Latter-day 
Saint religion, these ideas of growth and independ- 
ence are absolutely fundamental to it. God, so we 
beheve, has placed us in a world where confusion 
and perplexity abound; He leaves us free to strug- 
gle and grow. Over-solicitous parents, concerned 
about the dangers of the environment into which 
they may be sending their untested children, should 
take comfort from the example of the Heavenly 
Parent sending His children into a world like ours, 
fraught with uncertainty and risk. We believe the 



risk is justified by the goal which life in such a world 
may lead us to; similarly, the risk of studjdng sci- 
ence and philosophy is justified by the hope we 
cherish of attaining the greater knowledge and 
deeper wisdom which are the goals of these studies. 
Much of the strength of our religion derives from a 
clear recognition of the importance of conflicts and 
risks in the world and a willingness to face them. 

We often hear it said that rehgion rests on faith, 
which in the last analysis remains above and beyond 
science or philosophy. If this is true, then to fear 
the study of philosophy and science would only 
show that we lack the very faith on which our re- 
ligion is to be based. 

Perhaps what I have been saying in this dis- 
cussion will help build a stronger faith — a faith 
which sees religion, science, and philosophy not in 
competition, but each contributing in its way to the 
same goal: a better life based on knowledge and 
understanding of truth. 

Library File Reference: Wiadom. 



IF YE WILL OBEY MY VOICE (Concluded from page 375.) 

Years after being driven from Jackson County 
and after the Lord released the Saints from the law 
of consecration, Orson Pratt made this observation, 
"The reason why this law was revoked was because 
the Lord saw we would all go to destruction in con- 
sequence of our former tradition of property. ..." 
(Journal of Discourses, Vol. 15, page 358.) It was 
during the Prophet's life that the Lord made it 
known that the redemption of Zion would not take 
place for a "little season." 

In this, the Dispensation of the Fulness of Times, 
the Lord has told us that the priesthood will not 
be taken from the earth. During this dispensation 
an environment will be created by members of the 



Church into which the Saviour will return as King 
of Kings. The Lord has told us that this environ- 
ment will be founded upon celestial laws. (See Doc- 
trine and Covenants 105:5.) 

If members of The Church of Jesus Christ of 
Latter-day Saints are not to lose their opportunity 
to become a peculiar treasure unto the Lord, they, 
above all people, must learn obedience. They must 
control themselves and allow the revealed word of 
God, through His living Prophet, and witnessed by 
the Holy Ghost to the individual, to supersede their 
personal interests, private views, and the traditions 
of men. 



Library File Reference : Spiritual values. 



ON GETTING DRESSED 

We put on our socks, we buckle our shoes, 
And turn our hose down tidily; 

We think it is fun to get dressed all alone 
When one is five and the other is three. 

We button our blouses and straighten our skirts, 

It is as easy as it can be; 
But girls should be able to dress themselves, 

When one is five and the other is three. 
— Mabel Jones Gabbott. 



(For Course la, lesson of November 28, 
Care of Ourselves.") 



*We Help Take 



A LITTLE THANKSGIVING 

/ am thankful on Thanksgiving Day 

That I can see and hear 
My mother be a little girl 

Like me again each year. 

For when we go to Grandmother's, 
She says, "Do that — watch this"; 

And mother does just what she says, 
Like any six-year miss. 

— Mabel Jones Gabbott. 



(For Thanksgiving-lessons.) 



378 



THE INSTRUCTOR 



THE FAITH OF 
OUR YOUTH 

by Roy A. West* 

How do we evaluate the faith and loyalty of 
youth? Is the vision of this chosen generation 
blurred by a few detailed departures from accepted 
standards? What are the accomplishments of youth? 
Has any other generation of youth had such splen- 
did opportunities for achievement? Look at the un- 
usual choices that youth may make among hundreds 
of vocations. They can receive the best training. 

There seems to be a spirit among young people 
that they recognize the "glory of God is intelli- 
gence." If this is not true, why do our youth seem 
so determined to achieve in school and serve in the 
Church? Why do we have eighty per cent of our 
LDS students who voluntarily take weekday reli- 
gious education? The educational offerings at high 
school are interesting and challenging, yet our young 
people fill our Seminaries. During 1964-65 there 
were approximately 90,000 of our choice young peo- 
ple who crowded the Seminary classrooms. (See 
chart 1.) They received religious training under care- 
fully selected teachers in the Church. Among this 
number, 33,000 of these youth arose early in the 
morning to receive religious instruction and asso- 
ciate with their friends before school commenced. 
Just to be with friends in a religious atmosphere has 
a wholesome influence upon maintaining Church 
ideals. It is a glorious opportunity to meet each 
morning and start the school day with prayer, a 
song, and a religious lesson. 

There were another 57,000 students who sched- 
uled their high school classes so they could cross the 
street to devote one hour each school day to the 
study of religion. Some may contend that those who 
take Seminary cannot possibly maintain the same 
scholarship as those who devote all their time to 
high school work. But contrary to such a behef, 
these Seminary students maintain an equal scholas- 
tic standing with those who do not take Seminary. 
On the average the Seminary graduates have a 
higher grade point than those who do not graduate 
from Seminary. 

What is the extent of the Seminary program? 
There are released-time Seminaries in four states, 
Canada, and Mexico. In forty-one states, Can- 
ada, Finland, Germany, Japan, and Panama, the 
religious education program is conducted before 

(For Course 11, lesson of November 14, "Present Church Pro- 
gram of Education"; for the general use of Courses 13, 15, 17, and 
25; and of general interest.) 

♦Brother Roy A. West is employed in the administrative offices 
of the LDS Department of Education. 



school starts in the morning. By reviewing the map 
you will see the extent of the Seminary program. 

On the college level the Institute of Religion pro- 
gram provides religious training for our LDS youth. 
There are Institutes at 184 colleges and universities. 
These Institutes are conducted in 23 states and 
Canada. Almost 24,000 students leave the college 
campus for two hours a week to take courses in re- 
ligious instruction at an Institute. (See chart 1.) 
Many of our LDS students come out of student- 
bodies where they represent only one percent of the 
total students on the college campus. It is remark- 
able that students will seek out members of their 
own faith and join in renewing their loyalty to live 
religious ideals. Ten years ago there were only 
5,500 students in our Institutes. The present en- 
rollment is an unusual achievement. In 1957 there 
was a careful estimation of what the Institute en- 
rollment would be by 1975. The prediction was 
17,000. That is quite a contrast to our enrollment 
for the school year of 1964-65 of 23,764 students. 

Young people are surprising even the best of us 
with their faith and loyalty to the Church. They 
are taking advantage of educational opportunities 
in the best schools and at the same time enrolling in 
religion classes and rendering service in the Church. 

Let us view some of the achievements of students 
who have graduated from Seminary and Institute. 

A study was made in 22 stakes of the Church. 
One phase of the study was to determine how many 
marriages during 1963 were performed in the temple. 
Chart 2 shows the extent of the young people's re- 
ligious training, the number, and percent who were 
married in the temple. One of the significant facts 
represents that over 93 percent of those who have 
graduated from a Church school or an Institute of 
Religion marry in the temple, while only 12.8 per- 
cent of those who have had no formal religious train- 
ing marry in the temple. 

There were 83.0 percent of the missionaries from 
these 22 stakes who had received religious training 
in a Church school, Seminary, or Institute of Re- 
ligion. (See chart 3.) 

A study covering a period from 1953-54 to 1961- 
62 of Institute graduates from Logan and Salt Lake 
Institutes showed that over 99.0 percent of the male 
graduates were married or sealed in the temple. 
Among the young ladies the percent .of temple mar- 
riages ranged from 92.4 percent at the Logan Insti- 
tute to 95.1 percent at the Salt Lake Institute. 

The real test of loyalty and faith of our youth 
shows that 121,000 students were enrolled in week- 
day religion classes in the Seminaries, Indian Sem- 
inaries, and Institutes of Religion during 1964-65. 
(Concluded on following page.) 

Library Pile Reference: Seminaries and Institutes (Mormon). 



SEPTEMBER 1965 



379 



THE FAITH OF OUR YOUTH (Concluded from preceding page.) 



CHART 1 



Year 


Increase over 
1963-64 




SUMMARY OF INSTITUTE, SEMINARY 
AND INDIAN SEMINARY ENROLLMENTS 
FOR 1963-64 AND 1964-65 




1963-64 
1964-65 


Institute 

4,559 23.7% 


mm 19,205 

23,764 


1963-64 
1 964-65 


Seminary 

4,731 5.6% 








■■■■■■1 


■MHIHHHHIII 84,754 


llillllll Ill 


r^mffm^^wniiTf 89,485 






1963-64 
1964-65 


Indian Seminary 

1,347 20.8% 


fl 6,482 
' \ 7,829 


1963-64 
1964-65 


Total Institute 

Seminary and 

Indian Seminary 

10,637 9.6% 


...\ ■ ■ 




^^^■■■■■■■■^^H 


■ 110,441 






^^^^^^ 


HIHHHI^ 


121,078 







CHART 2 



Religious Training 
Received by Those 
Who Married 


Total 
Marriages 


Temple 
Marriages 


TEMPLE MARRIAGE OF PERSONS IN 
TWENTY-TWO STAKES DURING 1963 AND 
THE RELIGIOUS TRAINING THEY RECEIVED 


Church School 
Graduates 


46 


43 ^^^^^^gamfmmmmmmm^a^^^^mmmmm^ 93.5% 


Institute 
Graduates 


44 


41 ■iiilliil^illll^^^ 93.2% 


Some Courses in 
Institute 


180 




Attended a 
Church School 


141 


112 ^^... ^^^^^^^^^^f^^JK^a^ 79.4% 


Seminary 
Graduates 


530 


377 


i^B HHHHBH ^^•^''''° 


One or Tv/o Years 
in Seminary 


241 


84 






No Religious 
Training in 
Seminary, 
Institute or 
Church School 


483 


62 


^^M 1^-8% 



CHART 3 



Total Missionaries 
Receiving Religious 
Training in Seminaries, 
Institutes and 
Church Schools 


miBBBlMMWBBIHItBilBBMBM ^3-°°''° 


Missionaries Who 
Received Training in 
the Seminaries 


||J|||J||||^^^M|||^^P|^HiillWi^ 78.4% 


Missionaries Who 
Received Training in 
the Institutes 


■■■mliillil— 1 33.3% 


Missionaries Who 
Received Training in 
Church Schools 


^^^I^^W 22.2% 


Missionaries Who 
Received no Training 
in the Seminaries, 
Institutes or 
Church Schools 


RELIGIOUS TRAINING RECEIVED BY 
HHHHHI 17 0% MISSIONARIES SERVING ON MISSIONS FROM 
^^^I^Km TWENTY-TWO STAKES DURING 1963 



380 



THE INSTRUCTOR 



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DISCIPLINE 

Roy Herbert Thomson is the son 
of a poor Toronto barber. Roy quit 
school at 14 and began working as 
clerk for a coal company. When he 
was 40 he was still struggHng. 

At 70 Roy Thomson has been 
described as "the biggest news- 
paper publisher in history — ^and 
probably the richest."^ His vast 
business empire stretches over sev- 
eral continents and includes 124 
newspapers in eight countries, 
scores of magazines, and rich tele- 
vision and radio holdings. 

Lord Thomson made worldwide 
headlines in 1963 when he led 138 
British businessmen to Moscow 
and talked for two hours with Ni- 
kita Khrushchev. 

Roy Thomson's empire building 
began 30 years ago during the De- 
pression, in North Bay, Ontario, 
Canada, A smooth-talking sales- 
man sold him a carload of radios 
in an area known for its poor signal 
reception. Roy Thomson bought on 
credit a small, secondhand trans- 
mitter. He rented a dressing room 
in a dusty theater in North Bay 
and began broadcasting. He spun 
records, read the news, and gave 
weather reports. The station pros- 
pered. He soon purchased a small, 
sickly newspaper. He made it 
strong. He was on his way. He 
bought newspapers in Scotland, 
England (including the mighty 
Sunday Times) , the United States, 
Africa, and Asia. 

Recently Lord Thomson was in- 
terviewed in his London office by 
Eddie Gilmore, Associated Press 
writer. That reporter found his 
subject, at 70, a big-shouldered, 
large-headed, friendly man with 
slick, gray hair who described 
health and a pleasant family life as 



(For the general use of Courses 13, 15, 17; 
for Course 25, lessons of November 21 and 28, 
"Discipline"; of general interest to Family 
Home Evening lessons.) 

^Los Angeles Times, June 6. 1965, page 2-B. 



the real basis of true happiness. 

Mr. Gilmore asked the baron 
if he thought the Soviet Union 
would ever surpass the United 
States in industrial and agricul- 
tural output. 

Lord Thomson repUed that he 
did not think so. Then he added 
that much could happen. He point- 
ed to "our great lack of discipline" 
among Western nations. On the 
other hand, he said, the Commun- 
ists have disciphne. "Liberty with 
us in many ways has become li- 
cense," he lamented. "Discipline is 
a most important thing." 

No man under godless Commun- 
ism could achieve what Lord 
Thomson has in the freedom of the 
Western World. But his warning 
on ebbing personal discipline is 
timely for all free men. 

David, ancient Israel's king who 
knew the pangs of one lapse in 
personal discipline, repeatedly re- 
minded men that the Lord gave 
them laws to help them to learn 
discipline. And through that dis- 
cipline, David said, free men found 
joy and achievement. "The law of 
God is in his heart; none of his 
steps shall slide," wrote David of 
the righteous, disciplined man.^ 

When some of us first met Cecil 
B. DeMiUe, he was in the midst 
of directing scenes in his first great 
motion picture on law, The Ten 
Commandments. He was then 74, 
but he glistened with sweat as he 
toiled with his cast. He smiled as 
he told us of long hours of exciting 
work. He gave every evidence of 
the well-disciplined man. Two 
years later he spoke: "We are too 
inclined to think of law as some- 
thing merely restrictive — some- 
thing hemming us in ... as the 
opposite of liberty. But that is a 
false conception. That is not the 
way that God's inspired prophets 
and lawgivers looked upon the law. 




'^Psalm 37:31. 



LORD THOMSON: 
"NEVER A BACKWARD STEP." 

Law has a twofold purpose. It is 
meant to govern. It is also meant 
to educate."^ 

The truly well- disciplined man 
goes beyond the law set forth by 
others. He also has laws of his own 
that he faithfully follows. 

Edward Higgins White, II, the 
Free World's first man to walk in 
space, has been described as "the 
best physical specimen"* of all 
America's astronauts. He no doubt 
achieved that honor through set- 
ting for himself laws of physical 
fitness far beyond the require- 
ments. It is said he continues to 
follow his personal rules rehgious- 
ly. He jogs two miles every day, 
squeezing a hard rubber ball as 
he runs. He can do 50 situps and 
then turn over and do 50 pushups 
without breathing hard. 

Roy Thomson was elevated to 
the peerage by Queen Elizabeth II 
on Jan. 1, 1964. He selected his 
own motto, his own law: "Never 
a backward step." 

From David to Roy Thomson, 
from Moses to Cecil B. DeMille, 
from Ed White, who looked down 
on the earth from space, the words 
would probably be the same: Dis- 
cipline makes a man and a people 
strong. Even more, disciphne helps 
keep them free — and happy, too. 
— Wendell J. Ashton. 



^Commencement address, Brigham Young 
University, May 31, 1957. 

*rime, June 11, 1965. page 27. 
Library File Reference: Self -discipline.